基础英语是一门综合英语专业技能课，其主要目的在于培养和提高学生综合运用英语的能力。本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口头与笔头表达能力。教师应鼓励学生积极参与课堂的各种语言交际活动以获得基本的交际技能，并达到新《大纲》所规定的听、说、读、写、译等技能的要求

三、课程性质与教学目的

基础英语课不同于一般的阅读课，其重点应放在口笔头复用能力的训练上，而不是单独提高学生的阅读理解能力和阅读技能训练。

基础英语课有别于理论知识和单项技能课，但又与其他课程有必要的重复；与单项技能课是相辅相成的。基础英语课的特点在于所使用的语言材料是系统、精选的，技能的训练是综合的。

基础英语课的目的在于传授系统的基础语言知识(语音、语法、词汇、篇章结构、语言功能/意念等)，训练基本语言技能（听说读写），培养学生运用英语进行交际的能力，同时指导学习方法，培养逻辑思维能力。重点应放在口笔头复用能力的训练上。在语言技能训练方面，一二年级侧重点有所不同：一年级狠抓听说，但不忽视读写；二年级要加强读写训练，但听说训练还要进行。在非外语环境中，基础阶段的学习在很大程度上是通过课堂教学进行的，课堂中必须坚持精讲、多练、以练为主的原则，用多种手段进行大量练习，为高年级阶段打下扎实的语言基本功。

四、教学内容及要求

基础英语的教学基础阶段为两年，四个学期。为便于根据不同入学水平因材施教，本阶段又分为四级，即每级为一学期。学生入学后经过考核，达到大纲规定的入学要求的，从第一年级开始。

入学要求：能听懂教师的课堂用语以及对课文内容所作的解释；认知词汇不少于2000个，掌握1200个左右的常用词和一定数量的习惯用语及固定搭配，并能在口笔语中运用；能熟练地运用拼读规则和音标读生词，比较流利地朗读课文，语音语调大体正确；能熟练地就课文内容进行问答，并进行简单的讨论；根据提示在20分钟内写出100个单词的短文，无严重语法错误，意义表达清楚。

二级要求：能自觉地模仿和纠音，正确掌握多音节单词、复合词和句子的常见重音模式，初步掌握朗读和说话的节奏感及语调；通过基础英语课等途径认知词汇达4000-5000个，正确而熟练地使用其中的2000-2500个及其最基本的搭配；能就所听到的语段进行问答和复述，就日常生活话题进行交谈；正确运用语法规则，在30分钟内写出长度为120-150个单词的短文，并能独立完成课程中的各种翻译练习，要求理解正确，语言通顺；能阅读难度相当的简写本材料，理解中心意思，抓住主要情节或论点。

四级要求：发音正确，较好地掌握朗读和说话的节奏感及语流中的语音变化规律；听懂英语国家人士关于日常生活和社会生活的谈话，并能在一般场合与英语国家人士交谈，语言基本得体；能根据作文题目、提纲或图表、数据等，在30分钟内写出长度为150-200个单词的短文，内容切题，条理清楚，语言通顺；能独立完成课后翻译练习，表达流畅、确切；通过课堂教学及其他途径认知词汇5500-6500个（含二级要求的词汇），正确而熟练地运用其中的3000-4000个及其最基本的搭配；能读懂难度一般的文学原著。

语音：能自觉地模仿和正音，正确掌握多音节单词、复合词和句子的常见重音模式；初步掌握朗读和说话的节奏感，并注意轻重变化对意义表达的影响；初步掌握语流中的语音变化规律、连续、辅音爆破和语音同化的技巧以及陈述句、疑问句和祈使句的语调。
    语法：掌握主谓一致关系、表语从句、宾语从句、定语从句和状语从句等句型、直接引语和间接引语的用法、动词不定式和分词的用法、各种时态、主动语态、被动语态和构词法。
词汇：通过基础英语课、阅读课和其他途径认知词汇达4000个—5000个（其中含中学已学2100个），正确而熟练地使用其中的2000个—2500个及其最基本的搭配。
    翻译：能独立完成课程中的各种翻译练习，要求理解准确、语言通顺；能借助词典将难度相当于所学教材里的英语对话、短文、一般性题材的文字材料译成汉语，翻译速度为每小时约220个英语单词，要求译意准确，文字通顺；能借助词典将内容熟悉的汉语文字材料译成英语，翻译速度为每小时约170个汉字，要求译意准确，文字通顺。
    工具书使用：能熟练地使用《英汉大词典》等英汉词典和简易的英英词典（如Oxford Advanced English Dictionary 以及Longman Dictionary of Contemporary English），独立解决语言问题。
  资料获取：能独立的从图书馆和互联网获取必要的学习资料。
    文化素养：熟悉中国文化传统，具有一定的艺术修养；对英语国家的地理、历史、发展现状、文化传统、风俗习惯等有一定的认识；具有一定的人文知识和科技知识；具有一定的汉语口头和书面表达能力；具有较强的创新意识和一定的创新能力。

《现代大学英语》精读共有四册书，内容丰富，详实。基本步骤如下；

教学目的 1. 了解作者及其背景知识；

2．熟悉本文使用的写作手法；

3．掌握修辞疑问句、倒装句等修辞手法；

4．熟练掌握三类构词法；

5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。

教学内容 1. 热身

2．作者的教育与背景、主要著作与创作观。

3．作品赏析：结构分析、如何赏析文学作品、扩展式讨论。

4．写作技巧

 5．语言理解：长难句解析、核心词汇学习、构词法

6．课堂讨论

7．练与讲

教学重点 1. 文学作品的赏析；

2．文学中的修辞手法

3．构词法

教学方法结合实际吸收各种教学法的优点。（讲授、问答、讨论、模仿、练习、多媒体使用）

教学手段播放PowerPoint课件及板书；布置课堂资料和课后作业（或其来源）。

第一册教学内容：

Lesson 1 : Half a Day

1. Background Information

1) Author

2) His works

3) The world in his works

4) Creator of the universe

5) Different names of God

2. Text analysis

1) General Analysis

2) Thematic Analysis

3) Structure

4) Further Discussion

5) Writing devices :Short sentences

6) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work

a) Group discussion

b) Memorable quotes

c) Debating : Do you think the world is changing for the better or for the worse? Give your reasons.

2) Quiz

3) Writing: On Change

Lesson 2 : Going Home

1. Background Information

1) Author

2) Florida

3) New Jersey

4) New York

5) Georgia

6) Howard Johnson's

2. Text analysis

1) General Analysis

2) Theme

3) Structure

4) Further Discussion

5) Writing Devices

a) Syntactic Devices

b) Simile

c) Alliteration

d) Symbolism

6) Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work

a) Group discussion

b) Contrast and Comparison

c) Sayings about home

d) Debating :East or west, home is best.

2) Quiz

3) Writing: On Forgiveness

Lesson 3 : Message of the Land

1. Background Information

1) Author

2) Bangkok

3) Thai Buddhism

4) Monks in Thailand

2. Text analysis

1) Style

2) Stylistic feature

3) Theme

4) Structure

5) Further discussion

6) Writing Devices

a) Simile

b) Metaphor

c) Personification

d) Zeugma

7) Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work

a) Group discussion

b) Land quotes

c) Debating : Industrialization is necessarily evil.

2) Quiz

3) Writing: Landscape Shapes Culture

Lesson 4 : The Boy and the Bank Officer

1. Background Information

1) Author

2) Cultural Background

2. Text analysis

1)General Analysis

2)Theme

3)Structure

4)Further Discussion

5)Writing Devices: Hyperbole

6)Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work

a) Group Discussion

b) Debating: In some occasions, lying is a must.

c) Performance: Dramatize the story in groups and act it out.

d) Retelling

2) Quiz

3)Writing:

“School Bully” always happens in many schools. Analyze the possible causes that give rise to this phenomenon, and offer some feasible recommendations.

Lesson 5: Angels on a Pin

1. Background Information

1) Author

2) Cultural Background

3) Angles on a pin

4) Why is the article entitled “Angels on a Pin”?

5) What is meant by academic creativity?

2. Text analysis

1) Theme

2) Structure of the Text

3) Further Discussion

4) Sentence Analysis

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work

a) Group Discussion

b) Debating: When can we give every Chinese a car? How can we make machines work for us so that we do not have to work at all?

2) Quiz

3)Writing:

A report indicates nowadays more and more students are becoming lazy and unsociable. Give the reason for this and offer your proposals.

Lesson 6: The Monsters Are Due on Maple Street

1. Background Information

1) Author

2) Life Story

3) His Works

4) Quote

2. Text analysis

1) General analysis

2) Theme

3) Further discussion

4) Writing devices: Ellipsis

5) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work

a) Group discussion: What is the message conveyed in the text?

b) Debating: Do you believe there are ETs in the world? Why or Why not?

c) Conclusion:

Name a few other books of science fiction. What do they have in common?

Name some fatal human weakness and analyze the bad effects of them.

d) Performance: Act out the scene.

2) Quiz

3)Writing: After reading the article, do you have a new understanding of yourself? Describe it.

Lesson 7: Mandela’s Garden

1. Background Information

1) Author—Nelson Mandela

2) Long Walk to Freedom

3) Robben Island

4) Maximum Security Prison

2. Text analysis

1) Theme

2) Structure

3) Further discussion

4) Writing devices: Parallelism

5) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work

a) Group discussion

b) Sayings about faith

c) Debating: It is worthwhile to sacrifice one’s life for one’s career.

2) Quiz

3) Writing: Describe what you have learnt from text about Mandela’s life in prison which

is helpful to you in about 150 words.

4) Listening lab

5) Supplementary reading

Lesson 8: My Personal Manager

1. Background Information

1) Author

2) Her Works

2. Text analysis

1) General Analysis

2) Theme

3) Structure

4) Further discussion

5) Writing devices: Hyperbole

6) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work

a) Group discussion

b) Sayings about faith

c) Debating : Judge a person by appearance.

2) Quiz

3) Writing: Imagine yourself to be Karen. Tell how Carlos has changed your life .

(in about 150 words)

4) Listening lab

Lesson 9 Against All Odds

1. Background Information

1) About the text

2) Stephen Hawking

3) Major works by Hawking

4) ALS

2. Text analysis

1) Theme

2) Structure

3) Further discussion

4) Writing devices: Metaphor

5) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work

a) Group discussion

b) Sayings about perseverance

c) Debating : Adversity in life is helpful to a person

2) Quiz

3) Writing: Write a story about “against all odds” in 200 words.

4) Listening lab

5) Supplementary reading

Lesson 10 The Green Banana

1. Background Information

1) Author and the Text

2) Ethnocentrism and Other

3) Related Terms

4) Inter-cultural Understanding

5) Culture Shock

6) Tower of Babel

2. Text analysis

1) General analysis

2) Theme

3) Structure

4) Further discussion

5) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work

a) Group Discussion

b) Contrast and Comparison

c) Debating:

People who come from different cultures are unlikely to understand each other.

Cross-cultural understanding can resolve war problems in the world.

2) Quiz

3) Writing: My View on Cultural Globalization

4) Listening lab

第二册教学内容：

Lesson 1 Another School Year—What for

1. Background Information

1) Author

2) Aristotle, Chaucer, Bach

3) Dante, Homer, La Rochefoucauld

4) Shakespeare, Virgil

5) Neanderthal

2. Text analysis

1) Theme

2) Structure

3) Discussion

4) Writing Devices : Language Style & Tone Metaphor

5) Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

What is your opinion of the author’s point of view in the text? Do you agree?

How do you view the fact that some people can also succeed without much higher education? Do you think there is a big difference between an educated success and an uneducated success?

2) Quiz

3) Writing: What enlightenment have you got from this text? (In about 130 words)

Lesson 2 Maheegun My Brother

1. Background Information

1) Wolf and Man

2) Wolf Phrases

2. Text analysis

1) Text structure

2) Theme

3) Inversion

4) Writing Devices : Simile & metaphor

5) Sentence Understanding

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

Writing:

What roles do you think wild animals play in nature?

It is reported that several local people have been seriously hurt by wild tigers in a far-reaching village in China. What measures do you suggest taking to solve the dilemma?

Can you tell us a touching story between man and (wild) animals?

Lesson 3 More Crime and Less Punishment

1. Background Information

1) Author

2) Alcatraz Island

3) Parole

4) Hierarchy of American Laws

5) Quiz on American Crime and Prison

6) Related Reading

2. Text analysis

1) General Introduction

2) Writing Devices

Analogy

Rhetorical Questions

Statistical Information

Repetition

3) Language Style

4) Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Quotes

2) Writing :

Do you agree with the author that severe punishment is not the answer to the problem of crime

3) Quiz

Lesson 4 The Nightingale and the Rose

1. Background Information

1) Author

2) Art for Art’s Sake

2. Text analysis

1) Theme

2) Structure

3) Further discussion

4) Writing devices

5) Genre and symbols

6) Figurative Speeches

a. personification

b. Simile & Metaphor

c. Climax & Anticlimax

7) Syntactic devices

8) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

a) Group discussion

b) Debating:

True love is like ghost, which everybody talks about and few have seen.

2) Quiz

3) Writing:

Research the life and works of Oscar Wilde. Do a short presentation on your research findings.
Write an essay comparing the ending of The Nightingale and the Rose and another fairytale's ending.
Write a fairytale. Pay attention to the diction, syntactic structure.

4) Listening Lab

Lesson 5 Say Yes

1. Background Information

1) Author

2) Racism

3) Ku Klux Klan

4) Jim Crow Laws

2. Text analysis

1) Theme

2) Structure

3) Further discussion

4) Writing devices: Contrast innuendo

5) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

2) Debating:

Racism is a very touchy subject. And while the World Wide Web is a great proponent for the ideals of free speech, it can also be a breeding ground harboring hatred. This is very serious as the number of hate sites that have sprung up in the recent years is shocking and also increasing at an alarming rate.

Tackling the problem of cultural inequality, however, does not by itself redress the problem of economic inequality. Racism is conditioned by economic imperatives, but negotiated through culture: religion, literature, art, science and the media.

3) Quiz

4) Writing:

Write a counterargument to the husband’s statement that African Americans don’t come from the same culture as whites.

Write a scene that takes place the following day.

Analyze the husband in terms of whether or not he is a racist character.

5) Listening Lab

Lesson 6 The Man in the Water

1. Background Information

1) Author

2) The Air Crash

3) Washington D.C.

4) Presidential Monument

5) Potomac River

6) Ralph Waldo Emerson

2. Text analysis

1) Theme

2) Structure

3) Further discussion

4) Writing devices: parallelism

5) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

a) Group discussion

b) Debating :

Who are the real heroes in our time?

You do not need to be totally extraordinary to be a hero.

2) Quiz

3) Writing:

Write your own narration of the air crash.

Write a comment on the man in the water.

4) Listening Lab

Lesson 7 The Greatest Invention

1. Background Information

1) Author

2) Fantasy and Fable

3) The Caribbean

4) Germ Warfare

2. Text analysis

1) General Analysis

2) Structure of the Text

3) Detailed Questions

4) Further Discussions

5) Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work :

Report in Your Own Words

Group Discussion

2) Quiz

3) Writing: The idle curiosity or the desire to know rather than practical needs is

the driving force of the scientists.

4) Listening Lab

Lesson 8 Psychologically Speaking

1. Background Information

1) Sigmund Freud

2) Puritan

3) Quaker

2. Text analysis

1) General Analysis

2) Structure

3) Detailed Discussion

4) Plot Analysis

5) Writing Devices: Classic Unities Understatement

6) Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

a) Group Discussion

b) Topic for Debating: Experimental marriage is a good way to the

successful marriage.

c) Performance: Dramatize the play in the class.

2) Quiz

3) Writing: Write a summary of the text.

4) Listening Lab

Lesson 9 Quick Fix Society

1. Background Information

1) Fast roads in the U.S.

2) Pennsylvania Dutch town

3) Cliff’s notes

4) Civil War

5) Beethoven

6) USA Today

2. Text analysis

1) Theme

2) Structure

3) Detailed questions

4) Further discussion

5) Writing devices: Contrast Rhetorical Questions Repetition

6) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

a) Report in your own words

b) Group discussion

c) Debating : “Quick fix society” will bring us more benefits.

2) Quiz

3) Writing: Do you think people in China have more or less adopted this

quick-fix lifestyle?

4) Listening Lab

Lesson 10 The Richer, the Poorer

1. Background Information

1) The US money

2) Gypsies

3) Lifestyles in America

4) Variety Store

5) Beauty Salon

2. Text analysis

1) Theme

2) Structure

3) Detailed questions

4) Further discussion

5) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

Group discussion

Debating : Money is the root of all evils.

Happy is he who owes nothing.

Wealth makes worship.

2) Quiz

3) Writing: Money

Everyone needs money. It is very useful.

There are certain things that money cannot buy.

Money should be made good use of.

第三册教学内容：

Lesson 1 Your College Years

1. Background Information

1) Author

2) Erik H. Erickson

3) Erickson’s Developmental Stages

2. Text analysis

1) Theme

2) Structure

3) Further discussion

4) Writing devices :Antithesis Developing paragraphs by examples

5) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work

Group discussion：

Debating ：

a) College students are bound to experience an identity crisis.

b) Parents are dumb and their influence is counterproductive.

c) Falling in love in college is a negative factor to one’s academic development

2) Quiz

3) Writing：College Education Counts

4) Listening lab

Lesson 2 Discovery of a Father

1. Background Information

1) Author

2) The American Civil War

2. Text analysis

1) General Analyses

2) Theme

3) Structure

4) Analysis of Father’s Image

5) The Use of Symbols

6) Writing Devices :Syntactic Anaphora Syntactic Epiphora

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work:

Like father, like son.

If a father loves his child, he should do all he can for the child.

2) Quiz

3) Writing:

Write a character sketch of the narrator’s father in about 150 words.

Write a character sketch of My father/My Mother/My Friend/ My teacher in about 200 words.

4) Listening lab

Lesson 3 Michael Dell’s Two-Billion-Dollar Dream

1. Background Information

1) Reader’s Digest

2) Fortune 500

3) University of Texas

4) The Houston Post

5) Thanksgiving

6) Michael Dell

2. Text analysis

1) Text Structure

2) Text Theme

3) Text Analysis

4) Sentence Paraphrase

5) Genre of writing

6) Writing Technique

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Words Related to Business

2) Words on Computer

3) Dell History

4) Soul of Dell

5) Discussion:

What lesson can we learn from Michael Dell’s story?

His success seems to suggest that education is not as important as opportunity. Is it true?

What is the role of college education in success?

6) Valuation of Success

Lesson 4 Wisdom of Bear Wood

1. Background Information

1) Author

2) Robin Hood

3) Berkshire

4) Rural life in Britain

2. Text analysis

1) General Analysis

2) Theme

3) Structure

4) Further Discussion

5) Writing Devices

a) Homonyms

b) Antithesis

c) Onomatopoeia

6) Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work

a) Group Discussion

b) Contrast and Comparison:

c) Sayings About Friendship

d) Debating

2) Quiz

3) Writing: On Friendship

4) Listening lab

Lesson 5 Twelve Angry Men

1. Background Information

1) American Court System

2) Jury System & Jurors

3) Jury Procedure

4) Civil Case vs. Criminal Case

5) Criminal Court

6) Trial Pattern: Key Words

2. Text analysis

1) General Introduction

2) Questions

3) Further Discussion

4) Writing devices

a) Irony

b) Oxymoron

c) sarcasm

d) Innuendo

e) Paradox

f) Satire

5) Key Characteristics

6) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4) Law Terms

4. Exercises:

1) Oral work

a) Recreation of the court scenes.

b) Discuss with your partner to figure out the character of each juror and find out the sentences that support your view.

c) What was the evidence against the boy? How did it fall piece by piece through the discussion?

2) Quotes

3) Translation

4) Poem: a nation’s strength

5) Supplementary reading

6) Quiz

Lesson 6 Twelve Angry Men (Part two)

1. Background Information

1) Judges

2) Barristers

3) Court working dresses in England and Wales

2. Text analysis

1) General Introduction

2) Questions

3) Further Discussion

4) Writing devices: Pun

5) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work

a) Group discussion

b) Appreciation of quotes: Prejudice and justice

c) Debating : Prejudices can be eliminated by education.

2) Quiz

3) Writing: The Danger of Prejudice

4) Listening lab

Lesson 7 The Rivals

1. Background Information

1) Author

2) Highland Fling

3) English Conversation

2. Text analysis

1) Writing Devices: Understatement

2) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work:

a) Pair Discussion

b) Group Discussion

c) Mini-play

2) Quiz

3) Writing: Describe an encounter with one of your traveling companions.

Lesson 8 ‘We’re only human”

1. Background Information

1) Author

2) The Bible

3) The film

4) Bachelor Party

2. Text analysis

1) Theme

2) General analysis

3) Structure

4) Further discussion

5) Writing devices: Metaphor Euphemism

6) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work :

a) Group discussion

b) Quotations on moral principles

c) Debating

Moral principles differ in race, religion and social status.

Might is right.

Altruism will prevail over egoism.

2) Quiz

3) Writing: What it Means to Be Human

Lesson 9 A Dill Pickle

1. Background Information

1) Author

2) Dill Pickle

3) Pictures

2. Text analysis

1) Structure

2) Sentence Analysis

3) Character Analysis (Close Reading)

4) Implication of Title

5) Discussion

6) Writing Technique

a) Genre: Modernism and Feminism

b) Symbolism and Metaphor

c) Irony

7) Sentence Paraphrasing

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Chekhov's Style

2) Oral work: Activity and Discussion

3) Writing: Write a short essay of about 160—200 words on the changes Vera found in

her former lover when they met again six years later.

4) Quiz

Lesson 10 Diogenes and Alexander

1. Background Information

1) Author

2) Diogenes

3) Cynicism

4) Alexander the Great

5) Aristotle & Plato

6) Hercules

2. Text analysis

1) Writing devices

a) Diction

b) Contrast

c) Analogy

d) Transferred epithet

2) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work :

a) Group discussion

b) Sayings about life

c) Debating

2) Quiz

3) Writing: On life

4) Listening lab

第四册教学内容：

Lesson 1 Thinking as a Hobby

1. Background Information

1) About the author

2) A Brief Introduction to the Text

3) Question for discussion

What does “hobby” refer to?

Why does author use this word in the title?

2. Text analysis

1) Outline of the text

2) Theme

3) Structure

4) Further discussion

5) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Finish the exercises of this lesson

2) Make up three sentences of self-mockery and try to answer what special effect they can achieve?

3) Write an essay in about 200 words on the topic: What Kind of Thinker Are You?

Lesson 2 Waiting for the police

1. Background Information

1) About the author

2) A Brief Introduction to the Text

2. Text analysis

1) Setting

2) Characters

3) Structure

4) Further Discussion

5) Writing Diction: Humor

6) Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

a) Group Discussion

b) Dramatizing: Turn the text into a little play and act it out.

c) Story Telling : Have you read some mystery stories or thrillers, especially

with a sense of suspense? Try to retell it to your classmates.

2) Quiz

3) Writing : Describe the character you like best.

Comment on the relationship that existed between the guests at the boarding-house.

4) Listening Lab

Lesson 3 Why historians Disagree

1. Background Information

1) Authors

2) Woodrow Wilson

3) Zimmerman Note

2. Text analysis

1) Style

2) Stylistic Feature

3) Theme

4) Structure

5) Further Discussion

6) Writing Device: Exposition

7) Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

a) Group Discussion

b) Quotes About History

c) Debating :History is the discovering of the good/evil human nature.

2) Quiz

3) Writing : How should history be taught?

4) Listening Lab

Lesson 4 A Drinks in the Passage

1. Background Information

1) Author

2) His Works

3) Apartheid

2. Text analysis

1) Text Analysis

2) Writing Devices

Point of View

Flashback

Figurative Language

3) Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

a) Group Discussion

b) Memorable Quotes

c) Debating : Art can/cannot transcend cultural divisions.

2) Quiz

3) Writing : Racism Will/Will Not Die Out

Lesson 5 Men of the Moment

1. Background Information

1) Author

2) Synopsis of Act I

3) Archive for Man of the Moment

4) An Interview with Alan Ayckbourn

2. Text analysis

1) Text Analysis

2) Writing Device: Sarcasm

3) Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

a) Group Discussion

b) Memorable Quotes

c) Debating : Media play a positive/negative role in influencing people’s thinking.

2) Quiz

3) Writing : Goodness will triumph over evilness

Lesson 6 Groundless Belief

1. Background Information

1) Catholic Belief

2) Presbyterian Belief

3) Aristotle vs. Galileo

4) William James

5) The Principles of Psychology

6) Headhunting in South Asia

7) Gladiatorial Games

2. Text analysis

1) Theme

2) Text Structure

3) General Analysis

4) Further questions on appreciation

5) Writing device: Ellipsis

6) Sentence paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral work

2) Quotes

3) Translation

4) Poem: They Were Welcome To Their Belief

5) Supplementary reading

6) Quiz

Lesson 7 Spring Sowing

1. Background Information

1) More About the Author’s Hometown

2) Ireland

3) The Potato Comes to Ireland

2. Text analysis

1) Theme

2) Text Structure

3) General Analysis

4) Further Questions on Appreciation

5) Writing Device :Onomatopoeia

6) Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

2) Quotes (On Love)

3) Poem : I Wandered Lonely as a Cloud

4) Supplementary Reading

Lesson 8 Globalization’s Duel Power

1. Background Information

1) Author—Robert J. Samuelson

2) The Asian Financial Crisis

3) The European Union

4) The World Bank

5) The World Trade Organization

2. Text analysis

1) Theme

2) Structure

3) Further Questions on Appreciation

4) Writing Device : Parallelism

5) Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

a) Group Discussion

b) Debating Globalization: a good thing or a bad thing.

2) Quiz

3) Writing: Please use 200 words to describe what the world/ the country/ the city

will be like in 20 years with the progress of globalization.

Lesson 9 The Most Dangerous Game

1. Background Information

1) Author

2) Introduction to the Story

3) The Fox and the Cat

4) Madame Butterfly

2. Text analysis

1) Theme

2) Structure

3) Further Questions on Appreciation

6) Writing Device :Oxymoron

7) Sentence Paraphrase

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

a) Group Discussion

b) Debating : Whaling should be prohibited.

2) Quiz

3) Writing: Please describe what happened after Rainsford killed General Zaroff.

4) Supplementary Reading

Lesson 10 Telephone

1. Background Information

1) Author

2) Location

3) Communion

2. Text analysis

1) Theme

2) Text Structure

3) Text Analysis

4) Sentence Paraphrase

5) Writing Devices; Typical Narrative Techniques

3. Word Study

1) Phrases and Expressions

2) Word Building

3) Grammar

4. Exercises:

1) Oral Work

a) Translation

b) Description

c) Group Discussion

2) Quiz

3) Writing: How a product of modern technology, say, the telephone, the computer

or the Internet affects your life or the life of your community.

五、教学方法与手段

基础英语课程的教学方法直接关系到学生各方面能力的培养与提高。课堂教学应以学生为主体、教师为主导，改变过去以教师为中心的教学模式，注重培养学生的学习能力和研究能力。在教学中要多开展以任务为中心的、形式多样的教学活动。在加强基础训练的同时，采用启发式、讨论式、发现式和研究式的教学方法，充分调动学生学习的积极性，激发学生的学习动机，最大限度地让学生参与学习的全过程。引导学生主动积极地利用现有图书资料和网上信息，获取知识，并使学生在运用知识的过程中培养各种能力。同时，要注意教学方法的多样性，要根据不同的教学对象、教学内容、教学目的和要求，选择相应的教学方法，并鼓励教师积极探索新的教学方法。

基础英语的课堂教学要与学生的课外学习和实践活动相结合。课外学习和实践是课堂教学的延伸与扩展，是培养和发展学生能力的重要途径，应在教师的指导下有目的、有计划、有组织地进行。课外学习和实践活动应以课堂教学的内容为基础，激发学生的学习兴趣，以及培养学生的学习能力、语言综合运用能力、组织能力、交际能力、思维能力和创新能力。活动应面向全体学生，注意发展个性，提倡人人参与，培养合作精神。其形式可包括：课外阅读、演讲、辩论、读书报告会、戏剧表演、编辑报纸杂志、专题访谈、拍摄电视片等。除参加校内课外学习和实践活动外，还应鼓励学生积极参加与专业相关的各种社会实践活动。
科学技术的迅猛发展和信息时代的到来，为教育手段的现代化提供了条件和保障，也为英语教学提供了丰富的资源。教学手段的现代化关系到人才培养的质量。要积极采用现代的、多元的和全方位的教学模式，在充分利用原有的电教设备的基础上，积极探索和开发计算机辅助教学。有条件的要逐步建设计算机网络系统、光盘资料中心以及多媒体自修中心，为更新教学内容、提高教学效率、培养学生有效的学习方法创造条件。同时也为学生提供一个更加灵活、方便、实用和广阔的学习和实践的空间。

课堂教学应以学生为主体、教师为主导，改变过去以教师为中心的教学模式，注重培养学生的学习能力和研究能力。
   1、正确处理语言知识和语言能力的关系
    本课程的教学目的是培养学生运用英语进行交际的能力，这一目的是通过语言知识的学习和大量的语言实践来实现的。教学中要注意，语言知识的讲授应该结合实践，而不应单纯追求知识本身的系统性。知识项目的选择和安排要服从语言实践活动的需要，而不应引导学生死记语法规则。语言知识掌握得如何，要看学生在语言实践中运用这些知识的能力。
2、正确处理听、说、读、写、译各项技能的关系
   本课程要对学生进行严格的听、说、读、写、译基本技能训练。教学过程中应根据循序渐进的原则，不同阶段须有不同的侧重。一年级的学生应注重语音、语调的教学和听说训练。入学后，须适当安排一段时间进行语音集中训练、严格正音、正调。与此同时，应兼顾读写能力的培养，以便逐步过渡到口笔并重，全面提高运用英语的能力。课文学习应注重段落篇章的整体理解，强调在段落、篇章中学习词汇、词组和习惯用语，以利提高连贯表达能力。结合课文，逐步介绍写作、翻译、修辞及文学欣赏方面的基础知识。
3、重视教材在教学过程中的作用
    教材是实现大纲的重要保证。为了打好语言基础，培养语言运用能力，提高文化素养，教材应为学生自学或课堂辅导提供最佳的语言样本和系统的、有针对性的语言材料。教材应注重思想性、科学性、实用性和趣味性，要处理好知识性与可思性、系统性与灵活性、可接受性与前瞻性、语言典范和时代气息的关系。
    4、充分利用现代教育技术，正确处理好多种媒体教材之间的关系
教学过程中应正确处理多种媒体教材（录音、录像以及CAI计算机辅助语言学习光盘）与面授辅导课的关系。录音、录像和CAI计算机辅助语言学习材料的使用需要有机地纳入整个课程的教学计划，与文字教材配合使用。自学和教学过程中要充分发挥录音、录像和CAI课件优势，形象直观地向学生示范英语在实际交际中的使用。在这个基础上，面授辅导课要发挥其便于开展双向和多向交流的长处，大量进行语言实践练习，以弥补自学过程中在这方面的不足。
    实践证明，现代化的教学手段如录音、录像、电影、电视、网络以及多媒体课件的使用有助于提高英语教学质量，尤其是因特网的运用为广大师生提供了更加广泛的语言素材和教学资源。在教学辅导和指导过程中要鼓励学生自觉地使用各种现代教育手段，真正发挥远程教育的优势。
5、正确处理基础英语课与单项技能课和语言知识课之间的关系
    本课程是一门英语综合技能训练课，与该课程同时开设的有“英语阅读”、“英语口语”、“英语听力”、“英语写作”等。这些课程各有侧重，相辅相成，都以培养和提高学生的英语语言能力为最终目的。在教学辅导过程中，要注意它与相关课程的衔接、配合与分工。自学或教学过程中应正确处理基础英语课与单项技能课和语言知识课之间的关系。两者既相互独立、又有交叉与重复，两者相辅相成。前者突出的是培养学生运用英语的综合能力，在不同阶段所强调的侧重点有所不同；后者强调某一技能或知识的深入，并从不同的角度促进学生运用英语的综合能力的提高。
6、妥善处理测试和教学的关系
    测试是贯彻执行大纲的重要保证。科学的测试结果可以为教学提供良好的反馈，帮助辅导教师了解教学效果，改进教学方法，提高教学质量；还可以帮助学生了解自己的学习情况，改进学习方法。因此，测试应以大纲要求和教学内容为基本依据。教学中，应注重培养实际语言运用能力；测试时，要注重考核语言基础和语言运用能力。教学与学习过程中要防止应试教育倾向。

六、各教学环节学时分配

教学环节教学时数　课程内容	讲课	习题课	讨论课	实验	其他教学环节	小计
现代大学英语（1）
第一课	6	1	1			8
第二课	6	1	1			8
第三课	6	1	1			8
第四课	6	1	1			8
第五课	6	1	1			8
第六课	6	1	1			8
第七课	6	1	1			8
第八课	6	1	1			8
第九课	6	1	1			8
第十课	6	1	1			8
复习	4	4	2			10
现代大学英语（2）
第一课	6	1	2		1	10
第二课	6	1	2		1	10
第三课	6	1	2		1	10
第四课	6	1	2		1	10
第五课	6	1	2		1	10
第六课	6	1	2		1	10
第七课	6	1	2		1	10
第八课	6	1	2		1	10
第九课	6	1	2		1	10
第十课	6	1	2		1	10
复习	4	2	2			8
现代大学英语（3）
第一课	6	1	2		1	10
第二课	6	1	2		1	10
第三课	6	1	2		1	10
第四课	6	1	2		1	10
第五课	6	1	2		1	10
第六课	6	1	2		1	10
第七课	6	1	2		1	10
第八课	6	1	2		1	10
第九课	6	1	2		1	10
第十课	6	1	2		1	10
复习	4	2	2			8
现代大学英语（4）
第一课	6	1	2		1	10
第二课	6	1	2		1	10
第三课	6	1	2		1	10
第四课	6	1	2		1	10
第五课	6	1	2		1	10
第六课	6	1	2		1	10
第七课	6	1	2		1	10
第八课	6	1	2		1	10
第九课	6	1	2		1	10
第十课	6	1	2		1	10
复习	4	2	2			8
合计	256	50	78		30	414

七、推荐教材和教学参考资源

1.杨立民主编.现代大学英语（精读 1）（2001年9月第1版）.北京：外语教学与研究出版社，2001年9月第1版

2．杨立民主编.现代大学英语（精读 2）（2002年2月第1版）.北京：外语教学与研究出版社，2002年2月第1版

3．杨立民主编.现代大学英语（精读 3）（2002年8月第1版）.北京：外语教学与研究出版社，2002年8月第1版

4．杨立民主编.现代大学英语（精读 4）（2003年2月第1版）.北京：外语教学与研究出版社，2003年2月第1版

5.杨立民主编.现代大学英语（精读 1教师参考书）（2001年9月第1版）.北京：外语教学与研究出版社，2001年9月第1版

6．杨立民主编.现代大学英语（精读 2教师参考书）（2002年2月第1版）.北京：外语教学与研究出版社，2002年2月第1版

7．杨立民主编.现代大学英语（精读 3教师参考书）（2002年8月第1版）.北京：外语教学与研究出版社，2002年8月第1版

8．杨立民主编.现代大学英语（精读 4教师参考书）（2003年2月第1版）.北京：外语教学与研究出版社，2003年2月第1版

八、其他说明

大纲修订人：李磊修订日期：2007年4月

大纲审定人：审定日期：

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