《高级英语》（二） 教学大纲（2018版）
课程编号：02043451a
总学时数：64
学 分：4
执 笔 人：徐剑波
审 定 人：龙湘明
一、课程性质及任务
课程性质：《高级英语》是英语专业的一门必修的学科基础课程。
课程任务：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。
本课程的基本内容
Unit 1: Pub Talk and King’s English
（一）教学目的与要求：
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。
（二）教学的重点与难点：
重点：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”?
难点：1. Idiomatic expressions:
2.Allusions
3.The use of transitional devices
4. Paraphrasing some sentences
5.Identifying figures of speech
（三）课时安排：12课时
（四）主要内容：
I. Additional Background Knowledge
1. pub/pub-friends
2. Dumas/Three Musketeers
3. Carlyle
4. Charles Lamb
II. The Passage
1. Type of literature: a piece of exposition
2. What makes a good conversation
3. Seemingly loose organization title
4. Highly informal language
5 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
4. Idiomatic expressions:
5.Allusions
6.The use of transitional devices
Unit 2: Marrakech
（一）教学目的与要求：
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。
（二）教学的重点与难点：
重点：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.
难点：1. Making sentences more compact by proper subordination, such as subordinate clauses, appositives, prepositional or verbal phrases.
2. Discriminating groups of synonyms.
（三）课时安排：10课时
（四）主要内容：
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
Unit 3:Inaugural Address by John F. Kennedy
（一）教学目的与要求：
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。
（二）教学的重点与难点：
重点：
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?
难点：
1. Biblical language/quotations/style
2.Using the following methods for force, vividness and emotional appeal.
3.Paraphrasing some sentences
4.Identifying figures of speech
（三）课时安排：12课时
（四）主要内容：
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:
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
Unit 4: Love Is a Fallacy
（一）教学目的与要求：
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。
（二）教学的重点与难点：
重点：
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?
难点：
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
（三）课时安排：10课时
（四）主要内容：
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
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.
Unit 5: The Sad Young Men
（一）教学目的与要求：
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。
（二）教学的重点与难点：
重点：
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?
难点：
1. Identifying and understanding Americanisms in this essay
2.Understanding some terms
3. Prefixes “-un” and “-in” (-im, -il, -ir) bearing a negative meaning
4. Paraphrasing some sentences
5. Identifying figures of speech
（三）课时安排：10课时
（四）主要内容：
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
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
Unit 9: The Loons
（一）教学目的与要求：
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。
（二）教学的重点与难点：
重点：
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.”?
难点：
1. paraphrasing some sentences
2. dangling modifiers
3. illogical and faulty parallelism
4. translating some sentences
（三）课时安排：10课时
（四）主要内容：
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
三、教学方法
讲授法
四、成绩考核方式
闭卷考试；结合期末考试成绩和平时作业情况确定成绩。
五、教材与主要参考书目
教材：
张汉熙主编，《高级英语》：（二），外语教学与研究出版社，2013。
参考书目：
王立礼编，《高级英语》，外语教学与研究出版社，2013
朱永涛，王立礼编，《英语国家社会与文化入门》：（第三版），高等教育出版社，2011
来安方著，《英美文化与国家概况》，复旦大学出版社，2008
蒋洪新编，《英语专业阅读教程--综合阅读》，复旦大学出版社，2015
蒋洪新编，《英语专业写作教程》，复旦大学出版社，2016
