基础英语IV 》课程教学大纲 - jwc.gdufe.edu.cnjwc.gdufe.edu.cn/_upload/article/files/39/f1/94a... · 听写词汇为200个左右，语速为每分钟120个单词的录音材料，错误率不超过8％。

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《综合英语Ⅳ》课程教学大纲

一、课程基本信息

课程代码：16152004课程名称：综合英语 IV英文名称：Integrated English IV课程类别：专业技能课

学时：64学分：4适用对象: 英语专业二年级学生

考核方式：考试

先修课程：综合英语 I、综合英语 II、综合英语 III、英语语音、英语口语、英语

泛读、英语写作、英语听力

二、课程简介

《综合英语 IV》课程是英语（国际商务管理）、英语（国际商务翻译）和翻译专

业二年级主要学科基础课之一，是一门综合英语技能课。其教学目的为通过系统地讲

授英语基础知识，综合训练基本语言技能，提供英语学习方法指导，培养学生运用英

语进行交际的能力，以达到全面发展学生的听、说、读、写、译等五项语言技能。

教学重点放在对学生语言技能、尤其是口笔头复用能力的综合训练上,以便使学生

能够正确地、自然而流畅地运用本课程所教授的语言知识，并能够把它们灵活地、准

确地应用到实际场合中去。

This course acts as an integrated course for developing students’ listening, speaking,reading writing and translating abilities. During the third and fourth semesters, it especiallyfocuses on the training of students’ reading and writing abilities on the basis of listeningand speaking. It covers a large number of original texts showing the variety of rhetoricalfeatures and it also provides a lot of vocabulary, grammar, listening, speaking reading,writing and translation exercises and more exercises for integrated skills.

三、课程性质与教学目的

《综合英语 IV》课程是英语（国际商务管理）、英语（国际商务翻译）和翻译专

业二年级学生的主要学科基础课之一；是一门综合英语技能课。其主要教学目的在于

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，并使他们通过参与课

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堂的各种语言交际活动和各种语言技能训练达到新《英语教学大纲》对高等学校英语

专业学生在听、说、读、写、译五方面的要求。

综合英语教学在四年本科教学中为基础阶段教学，该阶段的主要教学目的是对学

生进行全面、严格的基本技能训练，培养他们实际运用语言的能力，为进入高年级的

学习打下扎实的专业基础。

四、教学内容及要求

教学要求

本课程要求学生在词汇方面通过基础英语课、阅读课和其他途径掌握认知词汇

5500－6500个（含第二级要求的 4000－5000个），正确熟练地运用其中的 3000－4000个及其最基本的搭配。在语法方面，熟练掌握主语从句、同位语从句、倒装句、和各

种条件句；初步掌握句子之间和段落之间的衔接手段。在听力方面,听懂英语国家人士

关于日常生活和社会生活的谈话；听懂中等难度的听力材料,理解大意,领会作者的态

度、感情和真实意图。听懂 VOA 正常速度和 BBC新闻节目的主要内容。15分钟内

听写词汇为 200个左右，语速为每分钟 120个单词的录音材料，错误率不超过 8％。

在口语方面，能在一般社交场合与英语国家人士交谈，做到正确表达思想，语音语调

自然，无重大语法错误，语言基本得体。在阅读方面，要求学生在理解的基础上抓住

要点，并能运用正确观点评价思想内容。阅读速度为每分钟 120－180个单词，理解

准确率不低于 70％。并能在 5分钟内速读 1000词左右、中等难度的文章，掌握文章

的大意。在写作方面，能根据作文题目、提纲、图表、数据等，在 30 分钟内写出长

度为 150－200 个单词左右的短文，内容切题，结构严谨，条理清楚，语法正确，语

言通顺，表达得体；并能根据提示，在 10分钟内写出长度为 60个单词左右的应用文。

在翻译方面，能独立完成课程中各种翻译练习，要求译文忠实于原文，表达流畅。

教学内容

本课程选用教材为何兆熊主编的、由上海外语教育出版社出版的《综合教程》第

四册 An Integrated English Course Book 4。本册课文内容广泛，涉及战争于和平、科

技与伦理、竞争与合作、人类与自然、爱情与友谊等课题，使学生在学习英语的同时，

扩展个人视野，提高人文素养。所有的课文均选自第一手英文资料，一律保持原文的

风貌以便给学生提供原汁原味的英语语言素材。

该册共有 14个单元，每个单元均由 Text I、Text II和相关的练习构成。与 Text I相关的练习包括 11 个部分： Pre-reading questions; Text comprehension; Structuralanalysis of the text; Rhetorical features of the text; Vocabulary; Grammar; Translation;Exercises for integrated skills; Oral activities; Writing.

Pre-reading questions与课文的话题有关，但不涉及课文的具体内容，起“热身”

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作用，引导学生进入本单元的主题。

Text comprehension 设计的问题都与课文直接相关，其中既有对课文字面的及局

部意义的理解，又有对课文的整体把握以及对内涵和寓意的理解，从而帮助学生在课

文理解方面能做到既见树又见林。

Structural analysis of the text着重课文的总体结构分析，使学生对课文的层次，话

题的展开获得比较清晰的认识，从而提高学生的篇章意识。

Rhetorical features of the text讨论的是课文中比较突出的修辞手段及其文体效果，

目的在于培养学生灵活而得体地使用英语地能力。

Vocabulary包括多个词汇练习，旨在通过多种练习形式帮助形式正确把握一些积

极词汇地意义，拓展用法，熟练运用。

Grammar挑选课文中出现地某一突出地语法现象进行操练，此外还包括针对某一

常见语法项目地练习，从而增强学生地语法识别能力和应用能力。

Translation分课文句子英译汉、单句汉译英和英汉段落翻译三个部分。英译汉、

汉译英句子翻译练习，侧重检查学生应用所学词汇进行翻译的能力；英译汉段落翻译，

旨在检查学生的英语理解能力和用汉语连贯表达思想的能力。

Exercises for integrated skills分两个部分：1）听写，综合检查学生的听力、理解、

语法和拼写能力；2）填空练习，检查学生的英语搭配能力、语法能力以及对语篇的

整体理解能力。

Oral activities是为学生围绕课文内容开展口语活动而设计的练习，目的是促使学

生开口，培养他们用英语表述自己的观点和意见、与他人交流思想、进行辩论的能力。

Writing是有指导的写作练习，要求学生根据提示写出一定篇幅的短文，鼓励他们

用所学的词汇和句型表达自己的观点。

Text II 是对 Text I主题的扩展和深化，两篇课文可以起到相辅相成的作用。Text II只配 Questions for discussion，所提的问题可以开拓学生的思路。就相关问题提出自己

的观点和看法有助于培养学生分析问题和解决问题的能力。

具体教学内容如下：

Unit 1

I. Teaching Objectives: To acquaint the students with the structural arrangement of the speech --- the opening,

the body and the closing. To let the students master the usage of several key words and key expressions. To help the students to appreciate the speaker’s use of rhetorical devices: repetition,

metaphor, parallelism and the use of antonyms.

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II. Teaching Contents:

Text I Never Give In, Never, Never, NeverThis text is an inspiring speech made by Winston Churchill, Great Britain's ex-Paine

Minister and famous orator, when he visited Harrow School on October 29, 1941. Thewhole speech can be divided into three parts:1. (Para. 1) The opening remarks in which Churchill summarized the great events that had

happened in the world with Great Britain in particular and then talked about the purposeof his visit -- to encourage the whole nation to fight against the Nazis.

2. (Para. 2-5) File body of the speech in which he analyzed the world situation and howother countries looked at Britain and then called on the British people not to give in.

3. (Para. 6-8) The closing remarks in which, by changing a word in the additional verse ofthe school song, he expressed his conviction that this nation was determined to fight forthe victory of this great war.

Pre-reading questions: 1-2 Words and expressions: 1-25 Text comprehension: I-IV Structural analysis of the text Language work Rhetorical features of the text: 1.Repetion 2.Metaphor 3.Antonyms

Text II Winston ChurchillQuestions for discussion:1. Questions for discussion1. What was Churchill interested in when he was in India and the Sudan?

He was interested in both literature and public affairs when he was in India and theSudan.

2. What kind of Nobel Prize did Churchill win?He won the Nobel Prize for Literature.

3. When and how did Churchill step onto the world stage?He stepped onto the world stage at the outbreak of the World War I in 1914 in thecapacity of First Lord of the Admiralty of Great Britain.

4. Why did Churchill hope the U.S. could join the war against Hitler?Because he knew very well that his country alone was not demographically, industriallyor financially strong enough to win the war against the Nazis and the intervention of theU.S., the most powerful country in the world, would bring the war to its end muchsooner.

5. What helped Churchill to be as important as Roosevelt and Stalin?

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It was the fact that Britain, under the leadership of Churchill, stood alone as Hitler’sonly enemy in 1942.

6. In what way, according to the author of this text, was Churchill a successful statesman?Ever since he became the premier of his country, Churchill placed his hope of the finalvictory on the intervention of the U.S. In order to get the U.S. involved in the war, heestablished a personal relationship with President Roosevelt. When his request wasdeclined by Roosevelt, he was still optimistic and believed that things would work hisway. The later development of the world situation proved that he was right.

III. Exercises: Vocabulary exercises:

I. 1-5 II. 1-8 III. 1-8 IV. 1-8 V. 1-8 VI. 1-6 Grammar exercises:

I.1-10 II.1-8 III.1-8 IV. 1-3 V. VI. 1-2 Translation:

I. E-C (Sentence translation) 1-4 II. C-E (Sentence translation) 1-8 III. E-C (Passagetranslation)

Exercises for integrated skills:I. Dictation II. Blank filling

Oral activities:I. Giving a talk II. Having a dialogue

Writing:Write a 300-word composition on the topic “How to Build Up Self-confidence”.

IV. Teaching Methods and Approaches:[教学方法与手段的详细说明(只在此单元中提供详细说明，其它单元不再重复赘

述)]：《综合英语 IV》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如交际教

学法，语篇分析法，语法翻译法等，并积极探索新的教学方法。

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

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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。

In-class explanation; presentation, pair work, team work, group discussion & classdiscussion with the aid of multi-media.

使用多媒体、投影手段，采用启发式、讨论式及语篇教学法进行课堂讲授、课堂

讨论、和课堂练习

Unit 2

I. Teaching Objectives:

To help the students understand personal space and space invasion better. To make the students aware that people from different cultures may have different

senses of space so as to raise their awareness and capability of interculturalcommunication.

To let the students master the usage of several key words and key expressions.


Text I Space InvadersIn the text, the writer points out that nowadays people are more and more concerned

about themselves and want to have a larger personal space than decades ago, and then heanalyses the causes of space invasion.

The text can be divided into three parts.1. (Para. 1–2): The writer calls the reader’s attention to the invasion of personal space by

relating an experience of how his personal space was invaded.

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2. (Para. 3–7): The writer analyzes some likely causes of the shrinkage of personal space,and attributes the invasion of personal space to the general decline of good manners.

3. (Para. 8–9): The author presents his view about the essence of personal space, i.e. it ispsychological, rather than physical, and urges people to “expand the contractingboundaries of personal space”.

Pre-reading questions: 1-2 Words and expressions: 1-48 Text comprehension: I-IV Structural analysis of the text Language work Rhetorical features of the text: Word Choice

Text II Space and DistanceQuestions for discussion:1. Do you keep the same distance from other people?(No. The distance we keep from other people depends on our interpersonal relationship.We tend to keep longer distance from strangers and shorter distances from close friendsand family members.)

2. Where do you usually sit in a meeting room if you can make your choice? Try toexplain why you have such a preference?(Tell your classmates whether you prefer to sit in the front, in the middle, or at the backof a meeting room. There can be different reasons for different people to make the samechoice. For example, if you prefer to sit in the front, you might want to hear the speakersmore clearly, or to catch the attention of the chairman or the speakers.)

3. Suppose a friend comes to see you when you are watching an interesting TV play inyour sitting room. Will you turn off the TV before you start your conversation?(In most cases we will turn off the TV before the conversation starts. Any delay will meanthat the visitor comes at a wrong time and therefore he or she is not welcome, at least atthis moment.)

III. Exercises: Vocabulary exercises: I-VI Grammar exercises: I-VI Translation: I- III Exercises for integrated skills: I-II Oral activities: I-II Writing: Suppose a large crowd of people have been waiting for a bus for a long time

and now a bus is finally approaching.

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Write a 250-word composition:In the 1st paragraph, describe the situation.In the 2nd paragraph, tell what people usually do in this situation.In the 3rd paragraph, say what you think people ought to do.

IV. Teaching Methods and Approaches:In-class explanation; presentation, pair work, team work, group discussion & class

discussion with the aid of multi-media.

Unit 3

I. Teaching Objectives: To acquaint the students with the structural arrangement of argumentative writing ---

the opening, the body and the conclusion.. To let the students master the usage of several key words, key expressions and some

useful sentence patterns. To help the students to appreciate the writer’s use of rhetorical device--- antonyms.


Text I Alienation and the InternetThis piece of argumentative writing falls into three parts：

1. (Para. 1-2) An opening part, in which the writer presents his thesis.2. (Para. 3-6) The body of argumentation, where the author supports his point with

evidences and masons.3. (Para. 7) The conclusion of the text, the writer reiterates his main idea.

Pre-reading questions: 1-2 Words and expressions: 1-24 Text comprehension: I-IV Structural analysis of the text Language work Rhetorical features of the text: Antonyms

Text II American Online: Losing the Battle, but Winning the WarQuestions for discussion:1. What vision did Case have?

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(He imagined a world in which computers would be connected so that they could workmuch faster and everybody could use them.)

2. Why did AOL take the blanketing approach?(Because it was by no means easy to get a large number of subscribers, especially at thevery beginning. AOL had to start with this unique marketing approach to make itsproduct known to the general public. As a matter of fact, it took five years for thiscompany to attract a million subscribers.)

3. What difficulties did AOLmeet with?(It did not expect the frost increase of subscribers and failed to satisfy the needs of itscustomers. As a result, it lost a lot of money and consumer confidence.)

4. How did AOL survive the strong competition?(It got a large amount of revenue from advertising on the Internet and selling productsonline.)

III. Exercises: Vocabulary exercises: I-VI Grammar exercises: I-VI Translation: I-III Exercises for integrated skills: I. Dictation; II. Blank Filling Oral activities:

I. Have a dialogueII. Have a debate on the topic: The Advantages of the Internet Outweigh its

Disadvantages Writing: With the Internet people can now shop, work and communicate without

leaving home. The danger is that people could become isolated from each other and losesocial skills.Write a 250-word essay giving your opinion about this statement. Support yourargument with examples and relevant evidences.



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Unit 4

I. Teaching Objectives: To acquaint the students with the type of writing---argumentation and the essential

elements of argumentation. To let the students master the usage of several key words and key expressions. To review the principal use of the historic present in photographic

captions---conveying something of the dramatic immediacy of an eye-witnessaccount.

To let the students master such effective ways of emphasizing some information as “Abut B” structure and “A yet B” structure.


Text I A View of MountainsThis argumentative essay comprises three parts：1. (Para. 1) The writer puts forward his thesis: a view of mountains in the backgroundsuggests the real extent to which the city was destroyed by the atomic bombing.2. (Para.2-3) The author argues that the bombing of Nagasaki is more representative of thenuclear peril threatening the world than that of Hiroshima and that we need to take actionsto dispel nuclear threat from the Earth.3. (Para. 4) He restates his main idea, i, e. we should not just worry about the nuclear perilbut take actions to eliminate it to create a safer world.

Pre-reading questions: 1-2 Words and expressions: 1-16 Text comprehension: I-IV Structural analysis of the text Language work Rhetorical features of the text: Emphasis

Text II Statement at the 2003 Session of United Nations Disarmament CommissionQuestions for discussion:1. Why is the world situation uncertain and unpredictable?It is uncertain and unpredictable because military confrontation caused by disputes overterritory, resources, religion and interest continues and non-traditional security threatscharacterized by terrorism and proliferation of weapons of mass destruction havebecome more salient.

2. How many points does the speaker maintain for nuclear disarmament? Repeat two or

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three of these points.The speaker proposes nine measures for nuclear disarmament. Refer to paragraphs 9-17.

3. What does the speaker talk about in Paragraphs 22-25?In Paragraphs 22-25, the speaker talks about the concrete and practical measures takenby China in recent years to build up confidence between China and its neighboringcountries.

4. Why is the multilateral approach necessary to nuclear disarmament?The multilateral approach is necessary because more than one country possess nuclearweapons and these weapons cannot be reduced and destroyed without willingcooperation between the nuclear states, especially the nuclear powers like the UnitedStates.

III. Exercises: Vocabulary exercises: I-VI Grammar exercises: I-VI Translation: I-III Exercises for integrated skills: I-II Oral activities:

I. Give a talk about what you see and how you feel after your visit to an exhibitionentitled “No More” at the main gallery of the United Nations Headquarters.II. Have a debate on the topic: “How can we eliminate weapons of mass destruction?”

Writing: In the world today danger does not only come from nuclear threat but alsofrom chemical and biological weapons.Write a 250-word composition on what measures should be taken to dispel all theseperils from the earth.In the 1st part, make a general statement about the danger in which the whole worldlives.In the 2nd part, talk about what has been done to stop the danger from spreading.In the 3rd part, say something about what else we can do to remove the danger

altogether.



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Unit 5

I. Teaching Objectives To let the students get the main idea of the reading and summarize it; To let the students master the usage of several key words and key expressions. To help the students to appreciate the rhetorical features of the text: the uses of the

coordinate sentences.


Text I The Tapestry of FriendshipThis text distinguishes two kinds of friendship: that between men and that betweenwomen. It can be divided into four parts：

1. (Para.1-2) The Prelude, where the author reveals what kind of film the woman had justseen.

2. (Para. 3-6) Introduction, where the author advances the double standard of friendship onthe basis of the personally observed shift of focus of cinema lens.

3. (Para. 7-18) The Body, where the distinctions of the two types of friendship aredetailed.

4. (The last para.) The Conclusion, which summarizes the fundamental difference betweenthe male companionship and the female friendship.

Pre-reading questions: 1-2 Words and expressions: 1-35 Text comprehension: I-IV Structural analysis of the text Language work Rhetorical features of the text: Conjunctions

Text II My Daughter, My FriendQuestions for discussion:1. Why did the mother and daughter choose letter-writing as their form of

communication?Because they both found that it was a very effective way to express their feelings to eachother. Through note writing the daughter told her mother how she felt and what growingpains she had experienced as an adolescent and the mother told her daughter how shefelt as a middle- aged woman. We can say that frequent exchange of feelings helped tobring them closer to each other.

2. Rewrite Paragraph 6 of this text by changing its written style into a spoken one?

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Mom, your letters make me feel great no matter what kind of mood I'm in. Sometimesthey even make me cry because they touch me so deeply, I’m really glad we have the kindof relationship that we do, even though we have our arguments. I guess that's life with ateenager or with a 39-year-old!I love you. Mom!What's more, I think that it is much easier for me to write my feelings down to you than

trying to speak them out to you.3. Do you think this kind of thing can happen in your family?

Here are a couple of hints for your discussion:(1) What is the usual way of communication between members of your family,especially between a parent and a child?(2) Do you think your family climate is democratic?(3) What will your mother or father do if you keep writing notes to them rather thantell them what you want to do in an oral face-to-face interaction?(4) Do you think note writing between family members living under the same roof canlead to some undesirable consequence?

III. Exercises: Vocabulary exercises: I-VI Grammar exercises: I-VI Translation: I.-III Exercises for integrated skills: I-II Oral activities: I-II Writing:

Write a 250-word composition on the topic: What is a good friend?In the 1st part, say the necessity of having friends in one’s life.In the 2nd part, give your criteria of a good friend.In the 3rd part, cite an example of a good friend.


discussion with the aid of multi-media.。

Unit 6


14

To acquaint the students with the usage of several key words and key expressions. To help the students to understand better about issues of American culture, American

history and globalization in particular.


Text I AFrench FourthThis text talks about the influence of a foreign culture on expatriated families, it can be

divided into three parts：1. (Para. 1-3) The author starts with a way of celebrating his home country's National Day,

i.e. the Independence Day of the United States.2. (Para. 4-9) He makes a contrastive analysis of the costs and benefits of the expatriatedpeople.

3. (Para.10-12) He talks about the effect of globalization.

Pre-reading questions: 1-2 Words and expressions: 1-34 Text comprehension: I-IV Structural analysis of the text Language work Rhetorical features of the text: Concession

Text II Stuck in the MiddleQuestions for discussion:1. What difficulties did Fong See experience after he arrived in the U.S.?

He was faced with racial discrimination. The American law prohibited him from owningany property or becoming a naturalized citizen, to name only a few examples.

2. Is it easy for Lisa See to identify herself? Why or why not?No. Although she inherited some rituals from her Chinese ancestors such as being thriftyand polite, She is also influenced by the Caucasian culture and the American culture.

3. Do you think it is good for people like Lisa See to feel in-between in the Americansociety?It is good for people like her because it is easier for them to merge themselves with thelocal people arid get equal opportunities in education, employment and other things.

4. Do you think the Chinese who were both in a foreign country and have lost their nativelanguage can still be considered Chinese?It depends or, how you define a Chinese. If we look at the blood relationship, no matterwhether they are 1/2, I/4, 1/8, or 1/32 Chinese, they are unquestionably Chinese in origin.

15

But they need to have much more to be a Chinese in a broader sense. Language is one ofthe many things they must possess. Without being able to speak or read file Chineselanguage, it is simply impossible for them to know, to feel or to sense what a Chinesereally is or what the Chinese culture really means.

III. Exercises: Vocabulary exercises: I-VI Grammar exercises: I-VI Translation: I-III Exercises for integrated skills: I-II Oral activities: I-II Writing: Suppose you have a child and you want to send him or her abroad for

education.Write a 250-word composition on this topic.In the 1st part, tell what you want to talk about.In the 2nd part, explain to what country you are going to send your child.In the 3rd part, ask the reader for advice.



Unit 7

I. Teaching Objectives: To acquaint the students with the structural arrangement of the text --- the opening, the

body and the closing. To let the students master the repetitive use of the third person pronoun he, the

superlative forms of adjectives and inverted sentences. To help the students to appreciate some writing techniques of the text.


Text I The MonsterThis text can be divided into three parts:1. (Para.1-9) Describe a man who seems to have rolled all kinds of demerits into one, a

16

real monster.2. (Para.10) Serves as a transitional paragraph, which clarifies who this monster really is,

i.e. a famous musician by the name of Richard Wagner.3. (Para.11-13) Justify all the peculiar behaviors of Richard Wagner. He, as "one of the

world's greatest dramatists ... a great thinker ... one of the most stupendous musicalgeniuses", has every mason to be a monster.

Pre-reading questions: 1-2 Words and expressions: 1-42 Text comprehension: I-IV Structural analysis of the text Language work Rhetorical features of the text: Pronoun

Text II Simple Habits, Deep ThoughtsQuestions for discussion:1. In what way(s) is Einstine considered simple?

He is simple in his habits. He does not pay much attention to his personal appearance.His clothes are baggy and he wears bedroom slippers when walking on the streets.

2. What is the main idea of relativity?Basically the theory proposed, among other things, that the greatest speed possible is thespeed of light; that the rate of a clock moving through space will decrease as its speedincreases; and the energy and mass are equal and interchangeable.

3. How did he explain his theory of relativity to a group of young students?To illustrate his profound idea, Einstein compares it to the ways one feels when he issitting with a nice girl and when he is sitting on a hot stove.

4. There is something unusual in both Albert Einstine and Richard Wagner. In what waysare they different from each other?Wagner was arrogant, aggressive, and self-centered whereas Einstein was modest,amiable and easy-going. Wagner was a monster but Einstein was absolutely a gentleman.

III. Exercises: Vocabulary exercises: I-VI Grammar exercises: I-VI Translation: I -III Exercises for integrated skills: I-II

17

Oral activities: I-II Writing: Write a 250-word composition about an eccentric person you know.

In the 1st part, say something general about this person.In the 2nd part, describe his or her eccentricity by giving 2 or 3 specific examples.In the 3rd part, make your comments.



Unit 8


To acquaint the students with the structural arrangement of narration. To let the students master the usage of several key words and key expressions. To help the students to appreciate the use of rhetorical devices: monologue and

dialogue.


Text I The discus ThrowerThis text is a piece of chronological narration about an amputee, a difficult and onlysemi-communicative patient who floundered in his last days in agony and depression andeventually died.This text is a piece of narration. It can be divided into three parts:1. (Para.1) An introduction to the background of the story.2. (Para.2-13) Presents the author's meeting with the particular patient dubbed the discus

thrower, his conflict with the head nurse and a detailed portrayal of how the patient"throws the discus".

3. (Para.14-15) Tells of the patient's death.

Pre-reading questions: 1-2 Words and expressions: 1-30 Text comprehension: I-IV Structural analysis of the text Language work

18

Rhetorical features of the text: Monologues and Dialogues

Text II ARage against DyingQuestions for discussion:1. What happened to Sian when she was 17?

One day in 1981, she was caught by the spilled gasoline from a gas tank in a kitchenand became seriously injured.

2. How serious was her case?She suffered third-degree burns, which means about 40 percent of her body was burned.As the text tells us, these burns penetrated deep into her muscles, blood vessels andnerves. Most of the wounds were concentrated on her face, neck, hands and upper body.Her scorched eyelids and nostrils were swollen shut, her lips were blackened and puffyand her right ear was chanced. Blood and fluids were seeping from her body.

3. How did her father try to help her get through?Her father rushed to the hospital as soon as he got the message and stayed by her side aslong as he was allowed. During his visits he tried to help her regain consciousness byplaying music tapes and encourage her to live on by one-sided conversation. His deeplove and great patience contributed immensely to her daughter's physical and mentalrecovery.

4. Imagine what Sian would do after she was well enough to move around.There could have been many options and possibilities for Sian to choose from. But here iswhat really happened to her after she left hospital: She attended university and studiedbiology; she got interested in medicine and finally became a surgeon in a hospital!

III． Exercises: Vocabulary exercises: I-VI Grammar exercises: I-VI Translation: I -III Exercises for integrated skills: I-II Oral activities: I-II Writing: Suppose you are in the difficult condition because you have financial problems

or health problems.Write a 250-word composition on the attitude you are going to take.In the 1st part, state your problem.In the 2nd part, tell what attitude you will take.In the 3rd part, imagine what will happen if you take a different attitude.

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IV．Teaching Methods and Approaches:In-class explanation; presentation, pair work, team work, group discussion & class


Unit 9


To acquaint the students with the structural arrangement of narration. To let the students master the usage of several key words and key expressions. To help the students to appreciate some writing techniques of the text.


Text I How I Found My VoiceThis autobiographical narration comprises three parts:

1. (Para.1-2) The writer presents a striking contrast between his successful career as anactor and television announcer and his severe stutter in his early childhood.

2. (Para.3-22) The author recollects how his high school teacher, Professor Crouch, helpedhim to overcome his stutter and find his voice.

3. (Para.23-29) The author tells the reader how his voice found with the help of ProfessorCrouch turned a new leaf to his life and brought him great successes in memorable roleson stage, in films, and on television, and how grateful he is to his teacher, "the father ofmy resurrected voice'.

Pre-reading questions: 1-2 Words and expressions: 1-29 Text comprehension: I-IV Structural analysis of the text Language work Rhetorical features of the text: Repetition

Text II Thank You, Mr. ChipsQuestions for discussion:1. Why was it considered marvelous that Mr.Kilby received the Nobel Prize in physics?

That’s because he is not a physicist. What’s more, he even failed in a math test in theMIT entrance examination when he was young and never had much formal physicstraining in his lifetime.

20

2. For what contribution did Mr. Kilby win the Nobel Prize in physics?He won the Nobel Prize in physics because he invented microchips and launched atechnological revolution, which benefited the people all over the world.

3. Did he mind that he didn’t accumulate much money out of his inventions?No, he didn't. To him, the job of an engineer is to solve problems. When he solved oneproblem, he began to solve another without paying attention to his personal gains.

4. Is Mr. Kilby still remembered by the general public?No. The last paragraph tells us that our media-saturated society is always looking fornew faces and genuine national heroes like Kilby have been overlooked.

III． Exercises: Vocabulary exercises: I-VI Grammar exercises: I-VI Translation: I -III Exercises for integrated skills: I-II Oral activities: I-II Writing: Suppose a friend of yours, who has accidentally broken his leg, is going to

have an operation in a few days and now he is feeling nervous.Write a 250-word letter to calm him down and give him some encouragement.In the 1st part, express your sympathy for him.In the 2nd part, try to calm him down and give him some encouragement by sayingsomething like the skillfulness of the surgeons and the good facilities of the hospital.

In the 3rd part, promise to go and see him after the operation and ask him what youshould bring for him.



Unit 10

I. Teaching Objectives: To acquaint the students with the structural arrangement of the text To make the students grasp the usage of several key words and expressions. To help the students to appreciate the writer’s use of attitudal words andexpressions.

21


Text I The Idiocy of Urban LifeThis text falls in the genetic category of argumentation. It can be divided into three

parts:1. (Para.1-2) Introduction, where the author presents the thesis of his argument:

aggressively individualistic and atomized urban life today goes against both the purposeof the city and the human nature, and thus is foolish.

2. (Para.3-9) The author provides evidences for the idiocy of urban life.3. (The last para.) The author reiterates his point.

Pre-reading questions: 1-2 Words and expressions: 1-34 Text comprehension: I-IV Structural analysis of the text Language work Rhetorical features of the text: Attitudinal Words and Expressions

Text II The CityQuestions for discussion:1. Why has there been a strong anti-urban attitude in the mainstream of American

thinking?It is consistently believed that the city is characterized by injustice and it is a place full ofcorruption, filth, disease, vice, licentiousness, subversion and high prices. By contrast,the country is considered free and natural.

2. To whom can this thinking be traced back? Why?According to the author, Thomas Jefferson was the first major thinker to express a clearantipathy to city life because he frequently witnessed the sharp contrast between the richand the poor in European cities such as London and Paris and advocated an escape fromthe injustice of the European cities to get real freedom in the new world.

3. What is the author’s attitude towards the antipathy to the city?The author is dissatisfied with the current condition of the urban life in America and,unhappy with the strong anti-urban attitude that has existed in the mainstream of'American thinking for about 200 years. His dissatisfaction can be sensed throughout thetext, especially in the last sentence of the text: “And we are paying for that attitude in ourcities today.”

III． Exercises: Vocabulary exercises: I-VI

22

Grammar exercises: I-VI Translation: I -III Exercises for integrated skills: I-II Oral activities: I-II Writing: Suppose your parents live in the country and do not like city life.

Write a 250-word letter to persuade them to come and stay with you in the city for acouple of months.In the 1st part, send your invitation.In the 2nd part, tell them what changes have taken place in the city in recent years.

In the 3rd part, tell them what arrangements you have made for their visit and urge themto come immediately.



Unit 11


To acquaint the students with the structural arrangement of the text To make the students grasp the usage of several key words and expressions. To help the students to appreciate the writer’s use of rhetorical device: parallelism.


Text I The Story of an EyewitnessThe text can be divided into three parts:

1. (Para.1-3) A brief introduction to what happened in San Francisco in 1906.2. (Para.4-13) A detailed description of what the author saw on Wednesday morning,

afternoon and night.3. (Para.14-16) What the author witnessed on the next day.

Pre-reading questions: 1-2 Words and expressions: 1-38 Text comprehension: I-IV

23

Structural analysis of the text Language work Rhetorical features of the text: Parallelism

Text II Memories of the San Francisco Earthquake and FireQuestions for discussion:1. Compare Text II with Text I in this unit to see whether the two descriptions of the same

event are mutually supportive.2. The author of Text I looks at the destruction caused by the earthquake from the

perspective of an adult whereas the author of Text II from the perspective of a child. Tryto find their difference in attitude towards what they witness.

III．Exercises: Vocabulary exercises: I-VI Grammar exercises: I-VI Translation: I -III Exercises for integrated skills: I-II Oral activities: I-II Writing: Suppose a natural disaster like a flood or typhoon happened in your hometown.

Write a 250-word composition:In the 1st part, make a general statement about what happened.In the 2nd part, describe the damage caused by the disaster.In the 3rd part, talk about the measures taken by the local government to protect thelives of the townspeople.



Unit 12

I. Teaching Objectives To acquaint the students with the structural arrangement of narration. To let the students master the usage of several key words and key expressions. To help the students to appreciate some writing techniques of the text.

24

Text I A Case of “Severe Bias”The text can be divided into the following three parts:

1. (Para. 1 – 3): This part brings up the topic that the media have distorted the image ofblack Americans out of a severe bias, and most blacks, including the author herself, are notat all like what is depicted in the media.2. (Para. 4 – 13): This part gives a detailed description of the fact that the media havepresented a biased image of black America and transmitted it to the whole country as thenorm.3. (Para. 14 – 16): The author calls for action to correct the distorted media image of blacksand make blacks and their contributions to American society recognized.

Pre-reading questions: 1-2 Words and expressions: 1-29 Text comprehension: I-IV Structural analysis of the text Language work Rhetorical features of the text: Repetition

Text II That Word BlackQuestions for discussion:1.What does Hughes mean by saying “But what you really ought to have is a soap-box outon the corner of 126th and Lenox where the rest of the orators hang out”?He wants to make it clear to the readers that the issues of American blacks should be

made well known to everyone in the country, including the whites.2. How are the examples of black related to the theme of the article?These examples, though superficially unrelated to the theme that the American black is

prejudiced against, are actually deep-rooted conceptions of American culture. They arealso used to show that the word black itself is innocent, and it is the people who associatethis word with negative implications that are guilty.3. Why did Simple want to replace all the expressions including black with white?

Simple’s logic is just as simple as his name. He thinks that with the change of words, theblack can be equal with the white.4. Why does the writer end the article with a question “What is wrong with black”?

By asking this question at the end of the article, the author wants to draw the readers’attention to the theme of the article once more: black people still suffer from racialdiscrimination even though they have gained equal rights on paper.5. Do you think blacks still suffer from prejudice in the U.S. today?

Open to discussion.

25

III．Exercises: Vocabulary exercises: I-VI Grammar exercises: I-VI Translation: I -III Exercises for integrated skills: I-II Oral activities: I-II Writing: Write an essay on “The Creation of a Harmonious Relation among Races and

Nationalities”.In the first part, make a general statement about the topic you are going to discuss.In the second part, argue your thesis in detail, using your own knowledge or adaptingwhat you have learned from Text I.In the third part, sum up what you have discussed to conclude the whole essay.



Unit 13

I. Teaching Objectives To acquaint the students with the structural arrangement of narration. To let the students master the usage of several key words and key expressions. To help the students to appreciate some writing techniques of the text.


Text I MarriageThe text falls into three parts:

1. (Para. 1): The author, after quoting Russell on the subject, puts forward his ownargument that difficulties in regard to marriage have been an old issue for centuries.

2. (Para. 2–7): The author analyzes the roots of such difficulties by listing quotations fromfamous literary works and famous people.

3. (Para. 8–9): The author assigns the causes of unhappy marriages to the excessiveconsciousness of difficulties in human beings, and encourages people to face thedifficulties in marriage bravely.

Pre-reading questions: 1-2

26

Words and expressions: 1-28 Text comprehension: I-IV Structural analysis of the text Language Work Rhetorical features of the text: Comments

Text IIWhy I Want AWifeQuestions for discussion:1. In your opinion, what’s your standard for an ideal husband/wife?2. To what extent can you tolerate your future husband/wife?

Open to discussion.

III．Exercises: Vocabulary exercises: I-VI Grammar exercises: I-VI Translation: I -III Exercises for integrated skills: I-II Oral activities: I-II Writing: Suppose you have to make a choice between marriage and a single life, and

you decide to choose marriage.Write a short composition with the title “My IdealHusband” or “My Ideal Wife”.In the first part of your composition, say something about the general trend concerningmarriage in China today and the decision you have made.In the second part, explain what kind of man makes an ideal husband or what kind ofwoman makes an ideal wife.And in the third part, justify your decision by concluding that an ideal husband or anideal wife will bring happiness to one’s life.



Unit 14


To acquaint the students with the structural arrangement of narration.

27

To let the students master the usage of several key words and key expressions. To help the students to appreciate some writing techniques of the text.


Text I Under the Sign of Micky Mouse & Co.This narrative article comprises three parts:

1. (Para.1) This is the introduction where the author advances his idea that Americanculture is dominant over the “global village”.

2. (para.2-5) This part presents evidence of the universal popularity that American cultureenjoys, and explores what underlies the cultural phenomenon. This part can be furtherdivided into two sub-sections. Paragraphs 2 – 4 as a sub-section give testimony to theidea that American pop culture is recognized worldwide, while Paragraph 5 explainswhy it is so.

3. (Para.6) The author concludes his argument with a thought-provoking restatement of hispoint.

Pre-reading questions: 1-2 Words and expressions: 1-36 Text comprehension: I-IV Structural analysis of the text Language Work Rhetorical features of the text: Contrast

Text II Into the UnknownQuestions for discussion:1. What distinctive combination of attributes does China have according to Martin

Jacques?Refer to Paragraph 3. A huge population, a sense of its identity as a civilization as wellas a nation state, a long-standing influence on the nations and cultures that border it,and a diaspora that impacts not just its region but the world

2. What is changing as China assumes a bigger role in the global economy and politics?Refer to Paragraph 3. Until around 1970, modernity was, with the exception of Japan,“an exclusively Western phenomenon.” But as China assumes a bigger role in globaleconomics and politics, the 21st century will be one of “contested modernities.”

3. What is your understanding of “History rarely runs in straight and predictable lines” inParagraph 4?Refer to Paragraph 4. A society’s characteristics today will not necessarily shape whatit will look like tomorrow. There are many factors that are unpredictable in history.Germanic central Europe at the end of the 19th century was a technological and

28

scientific power-house, its universities nurturing geniuses like Einstein, Heisenberg andSchrodinger, whose discoveries changed the way we thought of everything. Then camethe carnage of World War I, the rise of fascism, the mass murder of European Jews andthe flight of those who could escape it, often to the U.S. All of this contributed to a shiftof the center of scientific progress away from Europe. Some aspects of the greatEuropean disaster might have been foreseeable in 1909, but none with any certainty.There are too many futures for them all to be known.

4. What is a crude but commonly held thumbnail sketch of modern Chinese history?Refer to Paragraph 5. Two centuries ago, European powers tried to open a hermeticsociety to trade; they failed until the Opium Wars forced the issue; China then enteredan era of foreign domination and internal chaos, which ended with the imposition ofpolitical stability by the Communist Party in 1949; in 1978, after another round ofinternal unrest, China chose to modernize its economy and adopted market mechanismsto do so, with astonishing success.

5. What is the significance of Sino-American relations?Refer to Paragraph 8. How China develops internally, and how it changes the widerworld, will depend on an infinite number of contingencies. A crucially important onewill be how China and the U.S., the dominant global power, get along. As BarackObama said on July 27, “The relationship between the United States and China willshape the 21st century.”

III．Exercises: Vocabulary exercises: I-VI Grammar exercises: I-VI Translation: I -III Exercises for integrated skills: I-II Oral activities: I-II Writing: Music can be roughly divided into two types: classical and popular. It is

obvious that young people in China today like popular music much more.Write an essaywith the title “Why Popular Music?”In the first part, say something general about the fact that popular music is much morepreferred than classical music among Chinese youth.In the second part, explain what attracts young people so much to popular music.And in the third part, draw a conclusion.



29

五、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

30

Unit 1Text I Never Give in, Never,

Never, NeverText II Winston Churchill

3 1 1 5

Unit 2Text I Space InvadersText II Space and Distance

2 1 1 4

Unit 3Text I Alienation and theInternetText II American Online:Losing the Battle, butWinning the War

2 1 1 4

Unit 4Text I A View of MountainsText II Statement at the 2003Section of United NationsDisarmament Commission

3 1 1 5

Unit 5Text I The tapestry ofFriendshipText II My Daughter, MyFriend

2 1 1 4

Unit 6Text I A French FourthText II Stuck in the Middle

3 1 1 5

Unit 7Text I The MonsterText II Simple Habit, DeepThoughts

3 1 1 5

Unit 8Text I The Discus ThrowerText II A Rage against Dying

3 1 1 5

Unit 9Text I How I found My Voice

2 1 1 4

31

Text II Thank You, Mr. Chips

Unit 10Text I The Idiocy of UrbanLifeText II The City

3 1 1 5

Unit 11Text I The Story of anEyewitnessText II Memories of the SanFrancisco Earthquake andFire

2 1 1 4

Unit 12Text I A Case of “SevereBias”Text II The Word Black

3 1 1 5

Unit 13Text IMarriageText II Why I Want a Wife

2 1 1 4

Unit 14Text I Under the Sign ofMicky Mouse & Co.Text II Into the Unknown

3 1 1 5

合计 36 14 14 64

五、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

32

Unit 1Text I Never Give in, Never,

Never, NeverText II Winston Churchill

4 2 2 8

Unit 2Text I Space InvadersText II Space and Distance

4 2 2 8

Unit 4Text I A View of MountainsText II Statement at the 2003Section of United NationsDisarmament Commission

4 2 2 8

Unit 5Text I The tapestry ofFriendshipText II My Daughter, MyFriend

4 2 2 8

Unit 6Text I A French FourthText II Stuck in the Middle

4 2 2 8

Unit 7Text I The MonsterText II Simple Habit, DeepThoughts

4 2 2 8

Unit 8Text I The Discus ThrowerText II A Rage against Dying

4 2 2 8

Quiz 1, 2 2 2 4

Review 4 4

合计 30 16 14 4 64

(备注：此学时分配所选教学单元仅供参考，任课教师可根据实际情况自行选定教学

单元)

33

六、推荐教材和教学参考资源

本课程采用上海外语教育出版社出版、何兆熊主编的《综合教程》第 4 册 AnIntegrated English Course Book 4，该教材为普通高等教育“十五”国家级规划教

材，新世纪高等院校英语专业本科生系列教材。

本课程主要参考书目和资源：

1. 李观仪. 《新编英语教程 4》（学生用书）(修订版). 上海: 上海外语教育出版社,1999.

2. 李观仪. 《新编英语教程 4》（教师用书及音带）(修订版). 上海: 上海外语教育出

版社, 1999.3. 张道真编著《英语语法大全》（上、下）. 北京：首都师范大学出版社，20084. 张奎武. 《英美概况》 (上、下). 长春: 吉林科学技术教育出版社, 1994.5. 张文庭，熊建国. 《英语修辞及惯用法》. 长沙：湖南师范大学出版社, 1996.6. 周叔麟 .《新编英美概况教程》. 北京: 北京大学出版社, 2004.7. 朱永涛. 《英美文化基础教程》. 北京：外语教学与研究出版社, 1991.8. English Magazine & Newspaper:

Newsweek, Times, China Daily, and other English newspapers and magazines andsome popular websites.(VOA, BBC)

七、其他说明

1. 本课程教学大纲的制定以及教学进度安排均严格参照并执行高等学校英语专

业英语教学大纲。(详见：《高等学校英语专业英语教学大纲》由上海外语教育出版社、

外语教学与研究出版社 2000年出版)2. 本课程要求学生于该学期参加全国高等学校英语专业四级统考。教师严格参

照高校英语专业四级考试大纲，要求学生努力达到《新教学大纲》所规定的各项要求。

（详见：《高校英语专业四级考试大纲》Syllabus for TEM 4，由上海外语教育出版社

2004年最新出版）

大纲修订人：谢霞修订日期：2019年 3月大纲审定人：沈洁审定日期：2019年 3月

http://www.welan.com/search/search.asp?Author=朱永涛

http://www.welan.com/usercenter/addfavbook.asp?id=37079

http://www.welan.com/search/search.asp?publisher=外语教学与研究出版社

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基础英语IV 》课程教学大纲 - jwc.gdufe.edu.cnjwc.gdufe.edu.cn/_upload/article/files/39/f1/94a... · 听写词汇为200个左右，语速为每分钟120个单词的录音材料，错误率不超过8％。