《英語 1》課程教學大綱

《英語1》課程教學大綱課程名稱（中文/英文）：英語1/English1課程類別：專業(yè)課課程性質(zhì)：必修課 適用專業(yè)：日語專業(yè)（商務方向）學時數(shù)：48其中：實驗/上機學時：0學分數(shù)：3考核方式：期末筆試預修課程：無教學參考書：吳曉真編.全新版大學英語綜合教程教師手冊.上海外語教育出版社.2010.4開課單位：外國語學院日語系課程簡介：英語教學是高等教育的一個有機組成部分，英語課程是大學生的一門必修的基礎課程。日語專業(yè)英語二外教學是以英語語言知識與應用技能、學習策略和跨文化交際為主要內(nèi)容，以外語教學理論為指導，并集多種教學模式和教學手段為一體的教學體系。本門課程對學生知識、能力和素質(zhì)的培養(yǎng)目標：聽力理解能力：能夠基本聽懂來自英語國家人士的談話和講座，能聽懂題材熟悉、篇幅較長的國內(nèi)英語廣播或電視節(jié)目，口語表達能力：能夠和來自英語國家的人士進行比較流利的會話，較好地掌握會話策略，能基本表達個人意見、情感、觀點等。閱讀理解能力：能基本閱讀英語國家報刊雜志的一般性題材的文章，閱讀速度為每分鐘80詞，在快速閱讀篇幅較長的材料時，閱讀速度達到每分鐘120詞，能就閱讀材料進行略讀或?qū)ぷx。書面表達能力：能寫日常應用文，能就一定的話題在半小時內(nèi)寫出160詞的短文，內(nèi)容完整，條理清楚，文理通順。Unit1GrowingUp （8學時）教學目的和要求Studentswillbeableto:1)graspthemainideaandthestructureofthetext(narrationinchronologicalsequence)2)appreciatethenarrativeskillsdemonstratedinthetextmasterthekeylanguagepointsandgrammaticalstructuresinthetextconductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.教學重點和難點1)graspthemainideaandthestructureofthetext(narrationinchronologicalsequence)2)appreciatethenarrativeskillsdemonstratedinthetext教學內(nèi)容1．offandon:adv.Inanintermittentmanner:sleptoffandonlastnight.2．takehold:tostarttohaveaneffectThefeverwasbeginningtotakehold.3．a(chǎn)ssociate:Toconnectorjointogether;combine;ToconnectinthemindorimaginationassociateonethingwithanotherWeassociateChinawiththeGreetWall.Whatdoyouassociatewithsuchaheavysnow?agony:Thesufferingofintensephysicalormentalpain.Hislastagonywasover.他臨死的掙扎已經(jīng)過去了。Hewasinanagonyofremorse.他處于極端悔恨之中beinagony苦惱不安deathagony(=agonyofdeath)臨死時的痛苦,垂死的掙扎inagonyofpain在痛苦的掙扎中inanagonyof處在極端...狀態(tài)中inspire:Tofillwithenliveningorexaltingemotion:inspireanewthoughtintosb.將新思想灌輸給某人inspiresb.withcourage鼓起某人的勇氣inspiresth.insb.使某人產(chǎn)生某種感情;激發(fā)某人的某種感情inspiresb.withsth.使某人產(chǎn)生某種感情;激發(fā)某人的某種感情inspiresth.intosb.把某種思想灌輸給某人rigid:Notflexibleorpliant;stiff.rigidinone'sviews意志堅定rigiddiscipline嚴格的訓練rigidadherencetorules嚴守規(guī)則Unit2Friendship（8學時）教學目的和要求Studentswillbeableto:graspthemainideaandthestructureofthetext(narrationinchronologicalsequence);appreciatethatspokenEnglishismuchmoreinformalthanwrittenEnglish;masterkeylanguagepointsandgrammaticalstructuresinthetextconductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.教學重點和難點graspthemainideaandthestructureofthetext(narrationinchronologicalsequence);appreciatethatspokenEnglishismuchmoreinformalthanwrittenEnglish;教學內(nèi)容belostin/loseoneselfin:besoinvolvedinsomethingthatyoudonotnoticeanythingelse;beabsorbedin,befullyoccupiedwith:It’seasytoloseyourselfinthemagicofthisfilm.orsomething:itisusedwhenyoucannotrememberordonotwanttogiveanotherexampleofsomethingyouarementioning.Here’ssomemoney.Getyourselfasandwichorsomething.HernamewasJudith,orJulieorsomething.Similarphrase:orsomethinglikethat.correspondence:1)theactofwriting,receivingorsendingletters(不可加s,但可加a,oftenfollowedbywith+n.)Hisinterestinwritingcamefromalongcorrespondencewithaclosecollegefriend.2)thelettersthatsb.Receivesorsends(usedasanuncountablenoun)Asecretarycameintwiceaweektodealwithhiscorrespondence.Anyfurthercorrespondenceshouldbesenttomynewaddress.ButItakeithe’ssomeone…:ButIexpectthatheissomeone.Thesentencepattern“Itakeit(that)…”isusedtosaythatyouexpectsomeonewilldosomething,knowsomething,etc.Itakeit(that)you’veheardthatallthestudentsinmyclasshavedoneaverygoodjobinCET-Band4.5．a(chǎn)coupleof:(informal)afew,morethanonebutnotmany:Wejustneedacouplemorechairssoeveryonecansitdown.There’sacoupleofgirlswaitingforyououtside.Idon’tknowwhyIfeelsobad,Ionlyhadacoupleofdrinks.6．keep/get/beintouch(withsb.):ifyoukeepintouchwithsomeone,youwrite,phone,orvisiteachotherregularly.OurneighboursaremovingawaybutIhopethatwe’llstillkeepintouchwitheachother.Youcangetintouchwithmeattheofficeifnecessary.I’llbeintouchwhenIgetbackfromParis.Unit3UnderstandingScience（8學時）教學目的和要求Studentswillbeableto:graspthemainideaandthestructureofthetext;appreciatethestyledifferencesbetweennarrativewritingandexpositorywriting;masterkeylanguagepointsandgrammaticalstructuresinthetextconductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.教學重點和難點graspthemainideaandthestructureofthetext;appreciatethestyledifferencesbetweennarrativewritingandexpositorywriting;教學內(nèi)容privilege:aspecialadvantagethatisgivenonlytoonepersonorgroupofpeople.Don’tforgetthatusingthecarisaprivilege,notaright.Ladiesandgentlemen,Ihavethegreatprivilegeofintroducingourspeakerfortonight.dowithout:managetosurvive,continue,orsucceedalthoughyoudonothavesth.youneed,want,orusuallyuse:Ican’taffordacar,soIguessI’lljusthavetodowithout.You’llhavetodowithoutyourdinnerifyoudon’tgetbackintime.inquire:toasksomeoneforinformation(alsospelled“enquire”,sometimesfollowedbyaboutorwh-clause):“Areyougettingmarried?”thetelevisioninterviewerinquired.IamwritingtoinquireaboutyouadvertisementinTheTimes.Thewaiterinquiredwhetherwewouldliketositnearthewindow.inquireinto:toaskquestionsinordertogetmoreinformationaboutsomething:Theinvestigationwillinquireintotheexactcircumstancesofthesale.inquiring:adj.Onlybeforenoun.aninquiringlookorexpressionshowsthatyouwanttoaskaboutsomething．a(chǎn)ndhumaninitiativeandinventivenessaresuchthateventhiswouldn’tsucceed.:Ashumaninitiativeandinventivenessdoexist,eventhiswaytosuppressanythingnewworldwidewouldfail.such…that:(formalorliterary)usedtogiveareasonorexplanationforsth.Thenatureofthejobwassuchthathefeltobligedtotellnooneaboutit.Hismannerwassuchthathewouldoffendeveryonehemet.ItisalsoanimportantelementbehindsupportfortheGreenparties.:Thepublic’sdistrustofscienceisalsoanimportantfactorthatleadingtosupportforthepoliticalpartieswhosemainconcernistoprotecttheenvironment.precise:exact精確的，正確的如在實行、實施或數(shù)量上很準確的；精確的或準確的Wewillneverknowtheprecisedetailsofhisdeath.Thepreciselocationoftheaircrashwasestablishedyesterday.Unit4AmericanDream（8學時）教學目的和要求Studentswillbeableto:1．understandthemainidea(TonyTrivisionrealizedhisAmericanDreamthroughhisownefforts)andstructureofthetext(oneparttellingthestoryofTony’slifeandtheothergivingtheauthor’scommentsonit);2．learntodescribebyhis/hercharacteristicfeatures,togetherwithsupportingdetailswhichdemonstratethefeatures;graspthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiescentreduponthethemeoftheunit.教學重點和難點1．understandthemainidea(TonyTrivisionrealizedhisAmericanDreamthroughhisownefforts)andstructureofthetext(oneparttellingthestoryofTony’slifeandtheothergivingtheauthor’scommentsonit);2．learntodescribebyhis/hercharacteristicfeatures,togetherwithsupportingdetailswhichdemonstratethefeatures;教學內(nèi)容turnaway:refusetohelp(sb.)orallow(sb.)toenteraplaceHeismysonafterall．Ican’tjustturnhimawaywhenheisintrouble.Thelecturehallwasalreadyfullandmanyofthestudentswereturnedaway.workout:plan;solve;calculateFinallyIworkedoutthattheparcelhadbeensenttoParisbymistake.Mymotherallowedmetotakethetrip,butaskedmetoworkoutthetotalcostfirst.capacity:theabilitytounderstandordosth.(oftenfollowedbyfororinfinitiveto)Noteveryonehasacapacityforlanguages.Thosemathproblemswerebeyondmycapacity.Idon’tthinkit’swithinafive-year-oldboy/scapacitytospreadcomputervirus.turndown:refuseHewasofferedthejobbutheturneditdownbecauseitinvolvedtoomuchtraveling.Look,Iamofferingyouafreemeal---youaresurelynotgoingtoturnmedown?callon:visitsb.forashorttimeI’dliketocallonmyformerprofessorwhileIamonbusinessinBeijing.Hewantedtocallonhisgirlfriendafterwork,andthengotoseeamoviewithher.大綱中的含有call的詞組：callback回電話callfor叫（某人）來；要求，需要callin叫…進來，召來calloff取消callon/upon1.訪問，拜訪；2.召集，要求callup1．打電話（給）；2.召集；3.使人想起6．character:theparticularcollectionofqualitiesthatmakesb.aparticularkindofpersonThechiefflawinhercharacterwasimpatience.Howcanhebeathiswife?I’veneverseenthatcruelsideofhischaracter.Hehasastrongbutgentlecharacter.他有堅強但溫柔的性格。Thenewbuildingshavechangedthecharacterofthevillage.新建筑改變了這個村莊的特點。bedifferentincharacter有著不同的性質(zhì)thecharactersinCharlesDickens'novels狄更斯小說中的人物Unit5Romance（8學時）教學目的和要求Studentswillbeableto:graspthemainidea(thenatureofaheartisseeninitsresponsetotheunattractive)andstructureofthetext;appreciatethenarrativeskillsdemonstratedinthetext(switchbetweentenses,changeofnarrators),somerhetoricaldevices(simileandmetaphor)andtheuseofinformallanguageinconversations;masterthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.教學重點和難點graspthemainidea(thenatureofaheartisseeninitsresponsetotheunattractive)andstructureofthetext;appreciatethenarrativeskillsdemonstratedinthetext(switchbetweentenses,changeofnarrators),somerhetoricaldevices(simileandmetaphor)andtheuseofinformallanguageinconversations;教學內(nèi)容straightenv.:(causeto)becomestraightorlevelortidy（使）變直；（使）變平整e.g.Hestraightenedthebentwire.Theroadstraightenedouthere.straightenout（1）變直；把…弄直（2）克服，解決（困難）e.g.Idon’tknowhowtostraightenthemessout.我不知道該如何收拾這個爛攤子。straightenup（1）把身體挺直（2）整頓，整理e.g.Shestraightenedthekitchenup.她把廚房收拾的干干凈凈。makeone’sway:go走去e.g.IntheeveningtheGadflymadehiswaytotheappointedmeeting-place.WhentheconcertendedImademywayoutofthehall.locatevt.:(1)findtheexactpositionof;找到…的位置，探明，查明e.g.KeeptalkingwithhimforfivemoresecondsandIwilllocatetheplaceheiscallingfrom.AnX-raywillhelplocatewhereyourringhasgoneinyourdog’sstomach.(2)establishinacertainplace使坐落于，把…設置在e.g.ThetopfashiondesignerlocatedhisflagshipstoreonFifthAvenueinNewYork.Note:belocated/situatedin=liein“坐落于，位于”，但“l(fā)ocate”,“situate”用被動語態(tài)；“l(fā)ie”用主動語態(tài)。e.g.ZhejiangProvinceliesin/islocatedintheeastofChina.correspondv.:(1)exchangelettersregularly(with)通信e.g.Evenafterbecomingpresident,hestillcorrespondswithhisoldfriendspersonallyinsteadofaskinghissecretarytodoit.(2)beinagreement;match(with,to)相符合，成一致e.g.Thesegoodsdon’tcorrespondwith/tothelistofthoseIordered.(3)belikeorequal(to)相當，相類似e.g.DoestheIrishword“COLLEEN”correspondtotheEnglishword“girl”?TheAmericanCongresscorrespondstheBritishParliament.美國的國會相當于英國的議會。disgustv.:causeastrongandoftensickfeelingofdislike使厭惡，使反感e.g.Theawfulfoodatthehoteldisgustedme.Thewaytheytreattheirchildrendisgustsalltheneighbors.be/feeldisgustedat/by/with:對…感到厭惡e.g.I’mcompletelydisgustedat/by/withyou/yourrudebehavior.n.strongfeelingofdislikeordistaste(causedbyanunpleasantsight,sound,orsmell,orbybadbehavior)indisgust厭惡地；disgustat/with對…反感e.g.Heturnedawayindisgust.Hisdisgustatthegovernment’spolicycausedhimtoresign.Unit6AnimalIntelligence（8學時）教學目的和要求Studentswillbeableto:1．understandthemainidea(someanimalsseemcapableofthinkingwhenitisintheirownintereststodoso)andstructureofthetext(introduction,3subheadingstogive3supportingexamples,conclusion);2．a(chǎn)ppreciatetheimportanceofexamplesinexposition;graspthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiescentereduponthethemeoftheunit.教學重點和難點1．understandthemainidea(someanimalsseemcapableofthinkingwhenitisintheirownintereststodoso)andstructureofthetext(introduction,3subheadingstogive3supportingexamples,conclusion);2．a(chǎn)ppreciatetheimportanceofexamplesinexposition;教學內(nèi)容intelligence:a.[u]abilitytolearnandunderstandb．informationgatheredesp.aboutanenemycountry.AnintelligencetestUseyourintelligenceHe’sinintelligence.他在做情報工作.TheCentralIntelligenceAgencyoftheUS.美國中央情報局Intelligentquotient智商Intelligentadj有理解能力的,聰明的Allhumanbeingsaremuchmoreintelligentthananimals.controversyn爭論,辯論Thenewgovernmentappointmentshavecausedmuchcontroversy.Thepointincontrove