《高级英语》课程简介
1 课程描述
本课程为高年级学生的主干课。在一定程度上本课程决定着英语专业学生在英语学习上的深度和广度。书中所选课文均为地道英语原文，几乎未经过任何改动，大多数是直接取材于英语国家高中或大学的课本、阅读材料。因此，教学材料对学生来说具有一定的难度，尤其当文章带有某一作家独特的语言风格和特点时更是如此。此外，文化因素也加大了学习难度。
为帮助学生更好赏析课文，教师需要提供并帮助学生找出相关的背景知识。培养学生文体分析的技巧，帮助学生学会利用参考书。其中词典、百科全书尤为重要。
总之，同前两年的英语学习相比，学生的英语应该在新的层次上得到提升。
2 教学目标
进一步培养学生的阅读、写作、翻译能力，尤其是赏析不同体裁文章的能力。
对于阅读
首先，扩大学生的词汇量。重点帮助学生创造性地识别词汇，培养学生思考为何尽管一些其它相关词汇在既定上下文中功能相同，但作者为何最终只选取使用这些词汇。让学生在阅读和写作中把自己当作英语本族语的使用者。
其次，区分同义词和相关词汇。（1） 帮助学生提高语义域意识。不但对词汇的语法功能，还要对语义和语用特性重新认识。（2）为了欣赏课文，培养学生批判地阅读，例如对写作目的，课文对象和语言本身加以分析。语言本身应该作为重点，使学生发现作者如何利用语言要素支撑他们的论点。
对于写作
首先，提升学生对写作的兴趣，培养学生批判思考地习惯。这是任何写作的基本前提。只有当你需要和别人分享不同观点时，你才会渴望把它告诉别人。
其次，使学生更加清楚地意识到西方人是如何利用篇章，段落，和句子来阐述观点和展开论述的。不同的写作类型具有不同的格式和模式，学生自己应该熟悉英语写作的基本要素。
再次，词汇的选择，阐述观点的方法，展开论证的方式，以及对种种信息的安排，都取决于文章的写作对象和写作目的。
通过写作才能提高写作，但写作本身远远不够。好的写作来自于不断的修改和润色。文章虽无数，写作基本技巧则有限且大致相同。学生在何种程度上掌握了这些技巧并学会如何运用这些技巧决定了学生的写作水平。换言之，学生自己应该通过不断的修改和润色学会写出一篇好文章。
对于翻译
首先，有意识地比较英汉两种语言的差异，这种差异体现在语言的方方面面。现在对于正式英语和汉语的写作，重点应该放在句子结构和句型上。
其次，形式问题。不同的文本所具有的特点应该进一步区分。注意力应该放在词语或表达式的使用形式和使用频率上，以及阐述观点的方法。
再次，培养翻译能力的方式。实践是达到目的的唯一办法。在实践中讲授翻译课中，要求学生自己动手翻译，同时教师应给出自己的翻译，然后比较三种译本。（学生译文，教师译文，教参上的译文）。只有通过这种方式，教师的译文才能作为学生的阶梯，使学生多多受益。
3 一般设计
每个教学单元包括6个学时
（1）4学时用于课文的仔细分析
（2）1学时用于学生讨论
（3）1学时用于练习题
4 教学方法
基本方法是以学生为中心的互动式教学。教师应扮演电影导演和乐队指挥家的角色。较之传统教学，学生更应该积极参与。
（1）对于课文仔细分析
学生应该课前预习和做必要的准备，因此在课堂上能积极参与，从而和其他人分享他们自己的观点。
教师应该多提问题而不只是提供答案。教师应该给学生积极参与课堂活动创造机会。
在分析课文时，不但应该注意词汇和句子结构，还应注意段落的展开和文章的总体特点，例如衔接手段和取得连贯的方式。
（2）对于课文的欣赏
通常将班级学生分成小组。分组讨论是这一部分课堂活动的主要形式。每一组应该提供自己的答案和评论，不同观点间可相互比较，最后得出结论。每一组可派代表陈述自己的观点。
对于练习题，学生课前应独立完成。两人一组或多人一组是通常的方式。有些练习只需检查答案即可。
（3）对于写作和翻译
学生应独立完成，教师随机抽查修改。课堂上就典型问题讨论讲解。
5 每一单元组成部分
每一教学单元应该遵循步骤大致相同的教学模式，因此学生可以预测到教学的进展情况，从而可以课前预习和准备。
每一教学单元主要包括：（1）引入主题；（2）分析题目；（3）提供课文和作家背景知识；（4）课文仔细分析；（5）分析课文结构，作者如何发展和组织观点；（6）分析文体和欣赏课文；(7)完成练习题。
（1）分析题目
①好题目的通常标准。
②题目如何体现文章主要内容？
③题目如何表现作者风格？
④文章标题有什么特点？
通过对题目的分析，学生会逐步掌握写作的精髓，学会如何归纳文章内容并吸引读者的注意力。
（2）课文和作者背景知识
背景知识讲解可在分析题目之前或之后。通常在其后，有时背景知识讲解可在欣赏课文中进行。在欣赏课文时讲解背景知识的好处是可以迫使学生找出文中更多的内容。如果在学习课文前提供背景知识，通常会使学生的阅读和欣赏更容易，更易激发学生的兴趣。
必要的背景知识通常可在美国或英国出版社出版的历史书籍中找到，或在大不列颠百科全书中找到。
作者背景知识通常可在美国出版社出版的《读者》中找到。
以上提到的书籍我自己都有收藏。
对于我自己找不到的信息，我才会参考教师用书。
对于我自己能成功解决的问题，我绝不会使用教师用书。
尽量少依赖教师用书的好处是使我按照自己一贯的方法教学。结果是我可以很好地理解课文本身，同时可以很好地了解学生在学习课文中的真正感受。
（3） 对课文的仔细分析
尽管词汇不应是教学的重心，但词汇应被给予足够的注意力。词汇应该创造性地重新加以考虑和辨识。
句子结构和段落模式是教学和讨论的重心。
因为教材中所选课文是以英语母语读者为导向的地道的原文。我们必须对文章的思想和观点给予足够的注意。我们应该仔细分析文章欲达到的效果和取得这些效果所使用的方式和手段。所有这些都在特定的句子结构和模式中得以体现。衔接手段和取得连贯的方式是课文分析的中心内容。
（4） 课文结构分析
对于教师和学生来说，一个普遍的现象是“只见树木，不见树林。”因此学生往往只是扩大了词汇量或将注意力放在细节内容上。对于大四学生来说，文章的总体特征应该成为主要的关注。
观点的发展，信息的组织，和相关的语言限制在英语和汉语上的表现是不同的。这些都是大四学生学习中存在的困难。
教师应注意对某一特定作者的常规和正常的表达方式和特殊表达方式加以区分。学生目前需要学习一定的范式和模式，这些将成为学生将来培养自己具有创造性写作风格的基础。
（5） 欣赏和文体分析
学生至少要细读文章5-6遍后才有资格去讨论和欣赏课文。学生的每一次阅读应该对课文有所侧重：词汇，句子结构，段落模式，语音特征，总体结构，修辞手段，文体特征等。
教师应该通过个别案例的分析向学生表明他们是如何欣赏课文的。对于文体分析，教师应该使学生熟悉使用语言的途径和方法，例如，学会用语言手段有效合理地证明他们的观点。
6. 练习题
学生应在课前完成所有练习题。
两种类型练习题应该给予更多的时间和关注―同义词辨析和翻译。
教师应该向学生推荐使用好的词典辨析同义词，并推荐学生使用同义词词典来扩大他们的词汇量，从而可以创造性地使用所学过的词汇。
教师在课堂讲解翻译前应该先动手自己翻译所有习题。教师应该通过自己在翻译上的经验心得教会学生如何翻译。
《高级英语》课程教学大纲
高级英语课程教案
课程编号：课程名称：高级英语学分/学时：4/4
课程层次: 专业核心课修读类型：专业必修课考核方式：笔试
开课学期：5---6学期适用专业：英语专业三年级编写人: 何晓勤、黄荃
教学目标：
高级英语属于英语专业高年级阶段课程。它是基础阶段的综合英语课程在高层次上的延续。高级英语是一门训练学生综合英语技能尤其是阅读理解、语法修辞与写作能力的课程。通过阅读和分析内容广泛的材料，包括涉及政治、经济、社会、语言、文学、教育、哲学、法律、宗教及自然科学等方面的名家作品，扩大学生的知识面，加深学生对社会和人生的理解，培养学生对名篇的分析和理解能力、逻辑思维能力与独立思考的能力，增强对文化差异的敏感性，巩固和提高学生英语语言技能。每课后都配有大量的相关练习，包括阅读理解、词汇研究、问题分析、中英互译和写作练习等。通过该课程的学习，使学生的英语水平在质量上有较大的提高。
教学基本要求：
1．提高独立工作能力，学会查找有关参考书，会自己动手写注释、做笔记。
2．培养分析、欣赏写作技巧的能力。
3．掌握基本的英语修辞手段的使用技巧。
4．准确掌握课文内容，学会分析课文的写作技巧，并能将其应用于写作。
5．培养语篇分析能力，学会词语释义，即用英语解释英语短语或句型转换。
6．逐步培养对语言与文化之间的关系的敏感性。
7．学习、巩固构词法、区分同义词的差别，更好地掌握词义。
课程基本内容和学时分配：
第一学期：
本学期的教学内容：张汉熙主编的《高级英语》第一册的1至6单元，共72学时。
教学安排：本学期共需学习6个单元，根据课文难易程度及长短等方面，课时分配从9至12学时不等。其中背景知识介绍、相关文化知识介绍及文章结构概述约需1―2学时，课文讲解约需5―8学时，课后练习约需3学时。单元测试1学时。
教学要求：要求学生课前对每个单元的相关文化背景知识作必要的了解，预习课文；练习用英语对词语、句子进行释义；认识和辨别课文中出现的各种修辞手法；了解英语中各种文体的作用和特点；在老师指导下分析、欣赏文章的写作技巧、文章的结构、语言特点；学会查找参考书，并自己动手写注释、做笔记等。
课程基本内容和学时分配：
Unit 1: The Middle Eastern Bazaar
I . Additional Background Knowledge
1. Middle Eastern Countries
2. Architecture of Gothic Style
II . Introduction to the Passage
1.Type of literature: a piece of objective description
2.The purpose of a piece of objective description:
---to record and reproduce a true picture with opinions and emotions of the author excluded
3. Ways of developing a piece of objective description:
---to begin with a brief general picture, divide the object into parts and organize the detailed description in order of space
III . Effective Writing Skills
1. making effective use of specific verbs
2. using adjectives accurately
3. using five human senses---hearing, smelling, seeing, tasting and touching to make the description vivid
4.using rhetorical devices properly
IV . Rhetorical Devices
1.simile
2.metaphor
3.assonance
4.onomatopoeia
V . Special Difficulties
1.paraphrasing some sentences
2.translating some paragraphs
3.identifying figures of speech
VI . Questions
1. What is a bazaar? Can you name some of the Middle Eastern countries in which such bazaars are likely to be found?
2. Name all the markets in the bazaar. What kind of economy do you think they represent? Give facts to support your view.
3. What scene do you find most picturesque in the bazaar? Why?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第一册
Unit 2: Hiroshima---“the Liveliest” City in ?xml:namespace>Japan by Jacques Danvoir
I . Additional Background Knowledge
1. The City of Hiroshima
2. The first dropping of an atomic bomb---“Little Boy”
II . Introduction to the Passage
1. Type of literature: a piece of radio report
2. The purpose of a piece of radio report: to inform the auditors of the truth
3. Some characteristics of radio report: authenticity and objectivity
III . Effective Writing Skills
1.accurately recording the dialogues with some Japanese to reinforce the authenticity of the report
2.carefully observing and describing details to reinforce the authenticity of the report
3. vivid and humorous description to make the report interesting
IV . Rhetorical Devices
1. metaphor
2. anti-climax
V . Special Difficulties
1. reading between the lines
2. paraphrasing some sentences
VI . Questions
1. What was the writer’s attitude towards Hiroshima?
2. Was Hiroshima in any way different from other Japanese cities?
3. Even in this short description one may find some of the problems of Japan, or at least, of Hiroshima. Can you say what they are?
3.How do the Japanese themselves look at Hiroshima? Why?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第一册
Unit 3: Ships in the Desert by Al Gore
I . Additional Background Knowledge
1. Al Gore the author
2. Clean Air Act
3. The Aral Sea
II . Introduction to the Passage
1. Type of literature: a piece of exposition
2. The purpose of a piece of exposition:
--- to inform or explain
3. Ways of developing the thesis of a piece of exposition:
--- comparison, contrast, analogy, identification, illustration, analysis, definition, etc.
4. The central thought or thesis
III . Effective Writing Skills
1. making effective use of specific verbs
2. discussing the solution to environmental problems from a politician’s point of view, that is, relating the solution to environmental destruction to the solution to arm races
IV . Rhetorical Devices
1. understatement
2. metaphor
V . Special Difficulties
1. analyzing the structure of some long and complicated sentences
2. understanding the scientific matters connected with ecological environment
3. translating long and complicated sentences
4. mastering the rules of word formation
VI . Questions
1. How has human civilization now become the dominant cause of change in the global environment?
2. What changes in the global environment present a strategic threat to human civilization? How should we face this challenge and solve the problem?
3.What solutions does the writer put forward to our ecological problems?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第一册
Unit 4: Everyday Use by Alice Walker
I . Additional Background Knowledge
Alice Walker
II . Introduction to the Passage
1. Type of literature: a short story
---character, action, conflicts, climax and denouement
2. Main idea
3. Organization:
---introduction
---development
---climax
---conclusion
III . Effective Writing Skills
1. successful portrayal of characters
2. using many elliptical and short, simple sentences to achieve certain effect
3. using languages which suit the background of characters
IV . Rhetorical Devices
1.simile
2.metaphor
3.symbolism
V . Special Difficulties
1. understanding the underlying meaning conveyed by simple language
2. understanding and paraphrasing the colloquial, non-standard English words or sentences
VI . Questions
1. In real life what kind of woman is the mother?
2. What kind of woman would Dee like her mother to be?
3. What kind of girl is Maggie?
4. What is the mother’s feeling toward Dee? How is it changed in the course of the story?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第一册
Unit 5: Speech on Hitler’s Invasion of the U. S. S. R.
by Winston S. Churchill
I . Additional Background Knowledge
1.Winston Churchill
2.World War Two
3. Hitler
II . Introduction to the Passage
1. Type of literature: a piece of argumentation
2. The purpose of a piece of argumentation:
---to persuade, that is, to defend what is true and to attack what is false by the use of reason
3. Ways of developing a piece of argumentation:
---by deduction
---by induction
4. The thesis
III . Effective Writing Skills
1. using a lot of repetitions and parallel structures to achieve emphasis
2. using periodic sentences, rhetorical questions, and inverted sentences to make his speech vivid and forceful.
IV . Rhetorical Devices
1. alliteration
2. metaphor
V . Special Difficulties
1. paraphrasing some sentences
2. identifying figures of speech
VI . Questions
1.When and how did the Germans attack the Soviet Union?
2.What was Churchill’s reaction to the news of Hitler’s invasion of Russia?
3. What policy did Churchill declare Britain would pursue?
4. What, according to Churchill, was Hitler’s motive in invading Russia?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第一册
Unit 6: Blackmail by Arthur Hailey
I . Additional Background Knowledge
1. Arthur Hailey
2. Hotel
II . Introduction to the Passage
1. Type of literature: a piece of narration
---character, action, conflicts, climax and denouement
2. Main idea
3. Organization:
---introduction
---development
---climax
---conclusion
III . Effective Writing Skills
1.making effective use of specific words to make the narration vivid
2.vividly and carefully describing the actions of the characters
3.using the languages which suit the backgrounds of characters
IV . Rhetorical Devices
V . Special Difficulties
1. understanding the colloquial, and even slangy English
2. analyzing and commenting on the three characters
VI . Questions
1. Did Ogilvie deliberately delay his call at the Croydon’s suite? Why?
2. Why did the Duchess send her maid and secretary out?
3.Why did the Duchess decide to make the detective drive their car north?
4.Did Ogilvie accept the Duchess’ offer?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第一册
Unit 7: The Age of Miracle Chips
I . Additional Background Knowledge
1. Time
2. Byzantine art
4.Oxford tutorial
II . Introduction to the Passage
1. Type of literature: a piece of exposition
2. The purpose of a piece of exposition:
--- to inform or explain
3. Ways of developing the thesis of a piece of exposition:
--- comparison, contrast, analogy, identification, illustration, analysis, definition, etc.
4. The central thought or thesis
III . Effective Writing Skills
1. making effective use of specific verbs and adjectives
2. employing various methods to make the science writing understandable and interesting
IV . Rhetorical Devices
1. antonomasia
2. metaphor
3. alliteration
V . Special Difficulties
1. understanding the terms connected with computer
2. paraphrasing some complicated sentences
VI . Questions
1. What does a miracle chip look like? What is it made of?
2. What is the significance of the computer revolution?
3. Is the computer a humanizing or dehumanizing factor?
5.The author tries to make his science writing interesting and popular. What are some of the methods he employs to achieve this?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第一册
Unit8: An Interactive Life
I. Additional Background Knowledge
1. Broadway
2. Peter Jennings
3. Newsweek
II. Rhetorical Devices:
1. metaphor
2. simile
III.Introduction to the Passage
1. Type of literature: a piece of exposition
2. The purpose of a piece of exposition: to inform of explain
3. Ways of developing the thesis of a piece of exposition:
--comparison, contrast, analogy, identification, illustration, analysis, definition, etc.
4. The central thought or thesis
IV.Effective Writing Skills:
1. making effective use of specific verbs
2. using elliptical and short, simple sentences to achieve certain effect
V. Special Difficulties
1. Paraphrasing some sentences
2. Some computer terms
VI. Questions
1.What will an interactive life of the future be like? Describe some of its possible features.
2. Why should a person step into the past to get an idea of what the future might bring?
3. How would Peter Jennings become obsolete?
4. What is called “fake interactive”?
5. Why would video telephony mean an end of anonymous phone calls?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第一册。
第二学期：
本学期的教学内容：张汉熙主编的《高级英语》第一册的9至15单元，共68学时。
教学安排: 本学期共学习7个单元, 平均每个单元约需9课时，其中背景知识介绍、相关文化知识介绍约1学时，课文讲解约5学时,课后练习约3学时，其余约5学时供教师自行安排补充内容。
教学要求:
要求学生课前对每个单元的相关文化背景知识作必要的了解，预习课文；学习用英语对词语、句子进行释义；认识和辨别课文中出现的各种修辞手法；了解英语中各种文体的作用和特点；在老师指导下分析、欣赏文章的写作技巧、文章的结构、语言特点；学会查找参考书，并自己动手写注释、做笔记等。最终做到能够较熟练的用英语对某些词语及句子进行解释;能准确地指出文章中的修辞;能欣赏文章中的写作技巧及结构.
Unit Nine: Mark Twain----Mirror of America
I. Additional Background Knowledge
1. Mark Twain
2. Tramp printer
3. Confederate guerrilla
4. Philippine Moros
II. Rhetorical Devices:
1. Antithesis
2. Alliteration
3. Personification
III. Special Difficulties
1. compound nouns and compound adjectives
2. Paraphrasing some sentences
3. Identifying figures of speech
4. Translating some sentences
IV. Effective Writing Skills:
1. The requirements of writing a summary
2. Using many elliptical and short, simple sentences to achieve certain effect
V. Questions
1. Why is Mark Twain one of America’s best-loved authors?
2. Give a brief account of Mark Twain’s experience before he became a writer.
3. When did Mark Twain become a pilot on a steamboat?
4. What story did he write that made him known as “the wild humorist of the Pacific slope”?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第一册
Unit Ten: The Trial That Rocked the World
I. Additional Background Knowledge
1. Henry Louis Mencken
2. William Jennings Bryan
3. United States Law
II.Effective Writing Skills:
1. making effective use of specific verbs
2. making effective use of description
III. Rhetorical Devices:
1.hyperbole
2.transferred epithet
3.synecdoche
4.ridicule
IV. Specific Difficulties:
1. run-on sentences
2. unnecessary shifts in point of view
3. paraphrasing some sentences
4. identifying figures of speech
V.Questions
1. How much do you know about the author from this article?
2. What do you think of the struggles between fundamentalists and modernists?
3. Why was so much attention paid to this trial in an out-of-the-way small town in the U.S.?
4. Try to elaborate the views of Darrow and Malone and that of Bryan’s.
5. What have you learned about the Bible?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第一册
Unit Eleven：But What’s Dictionary For?
I. Additional Background Knowledge
1. Abraham Lincoln
2. Civil Rights Movement
3. Leonard Bloomfield
II. Effective Writing Skills:
1. making effective use of specific words
2.grasping the skill of outline writing
III. Rhetorical Devices:
1. metonymy
2. synecdoche
3. sarcasm
4. alliteration
IV.Specific Difficulties
1. identifying figures of speech
2. translating some sentences
3. paraphrasing some sentences
4. outline requirements
V. Questions
1. What critical views did the popular press express on the publication of Webster’s Third New International Dictionary
2. How much effort and money was spent on the making of this dictionary?
3. Why are new dictionaries needed?
4. What does the writer say about spelling and pronunciation?
5. Has the Third New International Dictionary any faults?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第一册
Unit Twelve: The Loons
I. Additional Background Knowledge
1. Margaret Laurence
2. Big Bear and Poundmaker
3. Hiawatha
II. Effective Writing Skills:
1.making effective use of specific adjective
2. using many elliptical and short sentences to achieve certain effect
III. Rhetorical Devices:
1. simile
2. antithesis
3. assonance
IV. Special Difficulties
1. paraphrasing some sentences
2. dangling modifiers
3. illogical and faulty parallelism
4. translating some sentences
V. Questions
1. What would happen sometimes to old Jules or his son Lazarus on Saturday nights?
2.Why did the doctor propose taking Piquette to Diamond Lake for the summer?
3. What was the cottage on the lake called? What was the scenery there like?
4.Why did the narrator ask Pquetter respectfully. “I bet you know a lot about the woods and all that. Eh.”?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第一册
Unit Thirteen: Britannia Rues the Waves
I. Additional Background Knowledge
1. North Sea Oil
2. Container ship
3. Iron Curtain
II. Effective Writing Skills:
making effective use of specific adjectives
III. Rhetorical Devices:
1. antithesis
2. oxymoron
3. simile
4. ridicule
IV. Special Difficulties
1. understanding some proper names
2. paraphrasing some sentences
3. identifying figures of speech
V. Questions
1. According to the author Britain is handicapped in her attempts to counter the challenges of the developing world and the Soviet Union at an international level. What are these handicaps or problems? Does this tell us anything about the capitalist world?
2. How are the British shipping companies trying to meet the challenge? Are they confident that they can counter the challenge successfully?
3. Comment on the title of the article. What is the implied meaning?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第一册
Unit Fourteen: Argentia Bay
I. Additional Background Knowledge
1. Herman Wouk
2. Argentia Bay
3.Bismarck
II. Effective Writing Skills:
1. making effective use of specific verbs
2. grasping the skill of comment writing
III. Rhetorical Devices:
1. sarcasm
2. synecdoche
3.alliteration
4. metonymy
IV. Special Difficulties
1. paraphrasing some sentences
2. translating some sentences
3. understanding some specific terms
4. the skill of comment writing
V. Questions
1. What was Hopkins’ estimate of the situation on the Eastern front? What did the Soviet Union need most? What was Hopkins’ stand on the problem of assistance to the Soviet Union?
2. Why did Burne-Wilke invite Henry into his cabin? What was the request from the British? How was the request put to Henry?
3. What was Britain’s immediate need? Why did the author consider this need pathetic?
Unit Fifteen : No signposts in the Sea
I.Additional Background Knowledge
1. Pharisee
2. Olympus
II. Rhetorical Devices:
1. transferred epithet
2. personification
3. simile
III. Questions
1. What pleasure does Edmund Carr get by observing Laura without her knowing it?
2. Does Carr appreciate natural beauty?
3. Why does Carr like islands?
4. What kind of coastline does he like?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第一册
第三学期：
本学期的教学内容：张汉熙主编的《高级英语》第二册的1至4单元，共36学时。
教学安排：本学期共需学习4个单元，平均每个单元约需9课时。其中背景知识介绍、相关文化知识介绍及文章结构概述约需1学时，课文讲解约需6学时，课后练习约需2学时。
教学要求：要求学生课前对每一个单元的相关文化背景知识作必要的了解；能够较为熟练、准确地用英语对某些词语、句子进行释义；能准确地指出文章中出现的修辞；能够在老师的指导下分析、欣赏文章的写作技巧、文章的结构、语言特点；学会查找有关参考书，并自己动手写注释、做笔记等。
Unit 1: Face to Face with Hurricane Camille by Joseph P. Blank
I. Additional Background Knowledge
1. Hurricane; typhoon; cyclone
2. Salvation Army
3. Red Cross
II. Introduction to the Passage
1. Type of literature: A piece of narration
--character (protagonist/antagonist)
--action (incidents, events, etc.)
--conflicts (suspense, tension)
--climax
--denouement
2. Main idea
3. Organization：
--introduction
--development
--climax
--conclusion
III. Effective Writing Skills:
1. making effective use of verbs
2. using many elliptical and short, simple sentences to achieve certain effect
IV. Rhetorical Devices:
1. transferred epithet
2. personification
3. metaphor
4. simile
V. Special Difficulties
Avoiding the following kinds of mistakes:
1. run-on sentences
2. sentence fragments
3. dangling modifiers
4. illogical or faulty parallelism
5. unnecessary shifts in point of view
6. paraphrasing some sentences
7. identifying figures of speech
VI. Questions
1. What is the organizational pattern of this piece of narration?
2. What does the writer focus chiefly on --- developing character, action (plot), or idea (theme)?
3.Who is the protagonist in the story?
4. How does the writer build up and sustain the suspense in the story?
5. Why did John Koshak feel a crushing guilt?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第二册
Unit 2: Marrakech by George Orwell
I. Additional Background Knowledge
1. George Orwell
2. Morocco
3. Marrakech
4. The Jewish people
II. Introduction to the Passage
1. Type of literature: a piece of exposition
2. The purpose of a piece of exposition:
--- to inform or explain
3. Ways of developing the thesis of a piece of exposition:
--comparision, contrast, analogy, identification, illustration, analysis, definition, etc.
4. The central thought or thesis
III. Effective Writing Skills:
1. making effective use of specific verbs
2. using the methods of contrast, illustration, comparision, etc.
3. clever choice of words and scenes and tenses
IV. Rhetorical Devices:
1. rhetorical questions
2. repetition
3. metaphor
4. simile
5. elliptical sentences
V. Special Difficulties
1. Making sentences more compact by proper subordination, such as subordinate clauses, appositives, prepositional or verbal phrases.
2. Discriminating groups of synonyms:
--wail, cry, weep, sob, whimper, moan
--glisten, glitter, flash, shimmer, sparkle
3. Paraphrasing some sentences
4. Identifying figures of speech
VI. Questions
1. Orwell shows the poverty of the natives in at least five ways. Identify them.
2. Could paragraphs 4-7 just as well come after 8-15 as before? Why or why not?
3. Does this essay give readers a new insight into imperialism?
4. Comment on Orwell’s lucid style and fine attention to significant descriptive details.
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第二册
Unit 3: Pub Talk and King’s English by Henry Fairlie
I. Additional Background Knowledge
1. pub/pub-friends
2. Dumas/Three Musketeers
3. Carlyle
4. Charles Lamb
II. Introduction to the Passage
1. Type of literature: a piece of exposition
2. The thesis
3. What makes a good conversation
4. Seemingly loose organization
title
transitional paragraph
digression
5. Highly informal language
abundance of simple idiomatic expressions cheeked by jowl with copious literary and historical allusions
a mixed metaphor in paragraph 2
III. Effective Writing Skills:
1. deliberately writing this essay in a conversational style to suit the theme
2. making effective use of specific verbs
IV. Rhetorical Devices:
1. metaphor
2. mixed metaphor
3. simile
V. Special Difficulties
1. Idiomatic expressions:
--be on the rocks
--get up on the wrong side of the bed
--be on wings
--turn up one’s nose at sth.
--into the shoes of
2.Allusions
--descendants of convicts
--Saxon churls
--Norman conquerors
--musketeers of Dumas
3.The use of transitional devices
--transitional words and expressions
--pronoun reference
--repetition of important words
4. Paraphrasing some sentences
5.Identifying figures of speech
VI. Questions
1. What, according to the author, makes a good conversation? What spoils it?
2. What is the author’s attitude of the writer towards “ the King’s English”?
3. How does the use of words show class distinction?
4. What does the writer mean when he says, “the King’s English, like the Anglo- French of the Normans, is a class representation of reality”?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第二册
Unit 4: Inaugural Address by John F. Kennedy
I. Additional Background Knowledge
1. John F Kennedy
2. His assasination
3. Inauguration
4. Inaugural address
5. Cold war period: socialist camp vs. capitalist camp
II. Introduction to the Passage
1. Type of literature: political speech
2. Object of a political speech:
--to explain
--to convince
--to persuade
3. Well organized and highly rhetorical
4. Biblical style/language
5. Often-quoted passages
III. Effective Writing Skills:
1. Employing suitable rhetorical devices and words to create the desired emotional impact
2. clear order and appropriate tone to the different groups he is addressing
3. Employing Biblical style deliberately
IV. Rhetorical Devices:
1. metaphor
2. antithesis
3. parallelism
4. repetition
V. Special Difficulties
1. Biblical language/quotations/style
2.Using the following methods for force, vividness and emotional appeal:
--Parallel and balanced structure
--Repetition of important words
--Antithesis
3.Paraphrasing some sentences
4.Identifying figures of speech
VI. Questions
1. Cite examples to show that Kennedy is very particular and careful in his choice and use of words.
2. Is the address well organized? Comment on the order in which he addressed all the different groups of nations and people.
3. Is Kennedy’s argument and persuasion based mainly on facts and logic or on an appeal to emotions? Would this type of speech be successful on all occasions?
4. Is the tone and message suited to the different groups he addresses? Give your reasons.
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第二册
Unit 5: Love Is a Fallacy by Max Shulman
I. Additional Background Knowledge
1. The meaning of Logical fallacies
2. Logical fallacies:
--Dicto Simpliciter
--Hasty Generalization
--Poisoning the Well
--Ad Misericordiam
II. Introduction to the Passage
1. Type of literature: a piece of narrative writing
--protagonist/antagonists
--climax
--denouement
2. The main theme
3. Well chosen title and words
4. Style
--a very fast pace with a racy dialogue full of American colloquialism and slang
--employing a variety of writing techniques to make the story vivid, dramatic and colorful
III. Effective Writing Skills:
1. Employing colorful lexical spectrum, from the ultra learned terms to the infra clipped vulgar forms
2. Too much figurative language and ungrammatical inversion for specific purposes
3. The using of short sentences, elliptical sentences and dashes to maintain the speed of narration
IV. Rhetorical Devices:
1. metaphor
3. antithesis
4. transferred epithet
4. hyperbole
5. metonymy
6. litotes
7. ellipsis
8. synecdoche
9. inversion
10. simile
11. mixed metaphor
12. rhetorical questions
V. Special Difficulties
1. Analyzing the logical fallacies
2. Using inverted sentences to achieve emphasis
3. Effectively using many figures of speech
4. Understanding colloquial expressions and slang
5. Allusions:
--Frankenstein
--Pygmalion
6. Paraphrasing some sentences
7. Identifying figures of speech
VI. Questions
1. Define and give an example of each of the logical fallacies discussed in this essay.
2. Can you find any evidence to support the view that the writer is satirizing a bright but self-satisfied young man?
3. Comment on the language used by Polly. What effect does her language create?
4. Why does the writer refer to Pygmalion and Frankenstein? Are these allusions aptly chosen?
5. In what sense is the conclusion ironic?
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第二册
Unit 6: Disappearing Through the Skylight By Osborne Bennet Hardison Jr.
I. Additional Background Knowledge
1. A brief introduction to O. B. Hardison Jr.
2. A brief introduction to his views in Culture and Technology in the Twentieth Century
3. International style
4. Features of scientific English
II. Introduction to the Passage
1. The central theme of “disappearance”
--nature disappears
--history disappears
--solid banks disappears
2. The four important ideas put forward
--disappearance
--the universalizing tendency of science and technology
--man as a cosmopolitan
--the playfulness of science
3.Clearly and logically organized
III. The Stylistic Features
1. Features of scientific English
--technical terms such as thermodynamics, genetics, genetic mutation, etc.
--short sentences and present tense used to express a universal statement
2. Using figurative language freely to make ideas more vivid and forceful
IV. Rhetorical Devices:
1.metaphor
2. analogies
3. repetition
4. balanced structures
5. ellipsis
6. rhetorical questions
V. Special Difficulties
1. Some technical terms
2. Understanding the metaphorical phrase “Disappearing Through the Skylight”
3. The use of topic sentences
4. The use of present tense and universal statements
5. Paraphrasing some sentences
6. Identifying figures of speech
VI. Questions
1. How does the writer substantiate his statement that science is committed to the universal?
2. Why do banks appear to be disappearing through their own skylight?
3. Sum up the main views of the writer and comment on how they are organized and presented.
4. What stylistic features of scientific English are to be found in this piece? Cite examples.
5. Comment on the use of some figurative language. Cite examples.
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第二册
Unit 10: The Sad Young Men by Rod W. Horton & Herbert W. Edwards
I. Additional Background Knowledge
1. Some terms:
--The Sad Young Men
--The Lost Generation
--The Beat Generation
--The Angry Young Men
--Greenwich Village
2. Some literary figures:
--Gertrude Stein
--E. Hemingway
--F. Scott Fitzgerald
II. Introduction to the Passage
1. Type of literature: a piece of expositive writing
2. The thesis stated in the last paragraph of the essay
3. The structural organization of this essay: clear and simple
--para. 1: introducing the subject
--paras. 2-9: supporting and developing the thesis
--paras. 10-11: bringing the discussion to an end
III. Effective Writing Skills:
1. Effective use of topic sentences
2. Developing a new but related aspect of the thought stated in the thesis in each paragraph or paragraph unit.
IV. Rhetorical Devices:
1. metaphor
2. personification
3. metonymy
4. transferred epithet
V. Special Difficulties
1. Identifying and understanding Americanisms in this essay
--speakeasy
--sheik
--drugstore cowboy
--Babbitry
--flapper
--soap opera
2. Understanding some terms
--Puritan morality
--provincial morality/artificial walls
--Victorian
--Prohibition
--the stalemate of 1915 C 1916
--Greenwich Village
--The Sad Young Men/The Lost Generation
--keep up with the Joneses
3. Prefixes “-un” and “-in” (-im, -il, -ir) bearing a negative meaning
4. Paraphrasing some sentences
5. Identifying figures of speech
VI. Questions
1. How did World War I affect the younger generation?
2. Why did young intellectuals of this period emigrate to Europe?
3. Why were these writers called the “lost generation”? Were they really lost?
4. How does the writer develop his central thought? Does he support his opinions with convincing facts and details?
5. Do you agree with the conclusion of the writer? Give your reasons.
选用教材：由张汉熙主编、外语教学与研究出版社出版的《高级英语》第二册
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