綜合英語(yǔ)(四)教學(xué)大綱

1、綜合英語(yǔ)(四教學(xué)大綱歐小琪編寫(xiě)英語(yǔ)專(zhuān)業(yè)課程教學(xué)大綱72 目錄前言 (73一、概述 (73二、課程教學(xué)目的和基本要求 (73三、課程主要內(nèi)容及學(xué)時(shí)分配 (73WEEK 1 (March 5 - 9 (77WEEK 2 (March 12 - 16 (78WEEK 3 (March 19 - 23 (79WEEK 4 (March 26 - 30 (80WEEK 5 (April 2 - 6 (81WEEK 6 (April 9 - 13 (82WEEK 7 (April 16 - 20 (83WEEK 8 (April 23 - 27 (84WEEK 9 (April 30 May 4 (85W

2、EEK 10 (May 7 - 11 (86WEEK 11 (May 14 - 18 (87WEEK 12 (May 21 - 25 (88WEEK 13 (May 28 June 1 (89WEEK 14 (June 4 - 8 (90WEEK 15 (June 11 - 15 (91WEEK 16 (June 18 22 (92WEEK 17 (June 25 - 29 (93WEEK 18 (July 2 - 6 (94綜合英語(yǔ)(四73前 言一、概述高等學(xué)校英語(yǔ)專(zhuān)業(yè)本科4年的教學(xué)過(guò)程分為兩個(gè)階段,即:基礎(chǔ)階段(一年級(jí)和二年級(jí)和高年級(jí)階段(三年級(jí)和四年級(jí)。基礎(chǔ)階段的主要教學(xué)任務(wù)是傳授英語(yǔ)基

3、礎(chǔ)知識(shí),對(duì)學(xué)生進(jìn)行全面的、嚴(yán)格的基本技能訓(xùn)練,培養(yǎng)學(xué)生實(shí)際運(yùn)用語(yǔ)言的能力、良好的學(xué)風(fēng)和正確的學(xué)習(xí)方法,為進(jìn)入高年級(jí)打下扎實(shí)的專(zhuān)業(yè)基礎(chǔ)。高年級(jí)階段的主要教學(xué)任務(wù)是繼續(xù)打好語(yǔ)言基本功,學(xué)習(xí)英語(yǔ)專(zhuān)業(yè)知識(shí)和相關(guān)心業(yè)知識(shí),進(jìn)一步擴(kuò)大知識(shí)面,增強(qiáng)對(duì)文化差異的敏感性,提高綜合運(yùn)用英語(yǔ)進(jìn)行交際的能力。“綜合英語(yǔ)”是高等學(xué)校英語(yǔ)專(zhuān)業(yè)本科基礎(chǔ)階段的一門(mén)專(zhuān)業(yè)必修課,為期2學(xué)年,即4學(xué)期。累計(jì)288學(xué)時(shí),共計(jì)16學(xué)分。每學(xué)期為72學(xué)時(shí),4學(xué)分。二、課程教學(xué)目的和基本要求“綜合英語(yǔ)”是一門(mén)綜合英語(yǔ)技能課程,其主要目的在于培養(yǎng)和提高學(xué)生綜合運(yùn)用英語(yǔ)的能力。主要通過(guò)語(yǔ)言基礎(chǔ)訓(xùn)練與篇章講解分析,使學(xué)生逐步提高語(yǔ)篇閱讀理解能力

4、,了解英語(yǔ)各種文體的表達(dá)方式和特點(diǎn),擴(kuò)大詞匯量和熟悉英語(yǔ)常用句型,具備基本的口頭與筆頭表達(dá)能力。教師應(yīng)鼓勵(lì)學(xué)生積極參與課堂的各種語(yǔ)言交際活動(dòng)以獲得基本的交際技能,并達(dá)到英語(yǔ)專(zhuān)業(yè)教學(xué)大綱所規(guī)定的聽(tīng)、說(shuō)、讀、寫(xiě)、譯等技能的要求,為以后的高年級(jí)階段打好扎實(shí)的專(zhuān)業(yè)基礎(chǔ)。另外,學(xué)生還應(yīng)該熟悉中國(guó)文化傳統(tǒng),具有一定的藝術(shù)修養(yǎng);熟悉英語(yǔ)國(guó)家的地理、歷史、發(fā)展現(xiàn)狀、文化傳統(tǒng)、風(fēng)俗習(xí)慣;具有較多的人文知識(shí)和科技知識(shí);具有較強(qiáng)的漢語(yǔ)口頭和書(shū)面表達(dá)能力;具有較強(qiáng)的創(chuàng)新意識(shí)和一定的創(chuàng)新能力。三、課程主要內(nèi)容及學(xué)時(shí)分配根據(jù)高等學(xué)校英語(yǔ)專(zhuān)業(yè)英語(yǔ)教學(xué)大綱,英語(yǔ)專(zhuān)業(yè)本科生的入學(xué)要求以及本科基礎(chǔ)階段第一、二學(xué)年的具體教學(xué)要求如

5、下: 項(xiàng)目入學(xué)要求第一學(xué)年要求第二學(xué)年要求 語(yǔ)音能熟練地運(yùn)用拼讀規(guī)則和音標(biāo)讀生詞;能比較流利地朗讀沒(méi)有生詞、難度相當(dāng)于高三英語(yǔ)課文的材料,口齒清楚,語(yǔ)音、語(yǔ)調(diào)大體正確。能自覺(jué)地模仿和糾音,正確掌握多音節(jié)單詞、復(fù)合詞和句子的常見(jiàn)重音模式;初步掌握朗讀和說(shuō)話的節(jié)奏感,并注意輕重變化對(duì)意義表達(dá)的影響;初步掌握語(yǔ)流中的語(yǔ)音變化規(guī)律、連續(xù)、輔音爆破和語(yǔ)音同化的技巧以及陳述句、疑問(wèn)句和祈使句的語(yǔ)調(diào)。發(fā)音正確;較好地掌握朗讀和說(shuō)話的節(jié)奏感;掌握語(yǔ)流中的語(yǔ)音變化規(guī)律、連續(xù)、輔音爆破和語(yǔ)音同化等技巧以及陳述句、疑問(wèn)句和祈使句的語(yǔ)調(diào);初步掌握語(yǔ)段中語(yǔ)音輕重和新舊信息傳遞之間的關(guān)系。語(yǔ)法能識(shí)別詞類(lèi);區(qū)分名詞的可數(shù)性

6、和不可數(shù)性、可數(shù)名詞的單、復(fù)數(shù)形式;基本掌握各種代詞的形式與用法、基數(shù)詞和序數(shù)詞、常用掌握主謂一致關(guān)系、表語(yǔ)從句、賓語(yǔ)從句、定語(yǔ)從句和狀語(yǔ)從句等句型、直接引語(yǔ)和間接引語(yǔ)的用法、動(dòng)詞不定式和分詞的用法、各種時(shí)態(tài)、主熟練掌握主語(yǔ)從句、同位語(yǔ)從句、倒裝句 和各種條件句;初步掌握句子之間和段落之間的銜接手段。英語(yǔ)專(zhuān)業(yè)課程教學(xué)大綱74介詞和連詞、形容詞和副詞的句法功能、比較級(jí)和最高級(jí)的構(gòu)成及基本句型、冠詞的一般用法;了解動(dòng)詞的主要種類(lèi)、時(shí)態(tài)、語(yǔ)態(tài)及不定式和分詞的基本用法、句子種類(lèi)、基本句型和基本構(gòu)詞法。動(dòng)語(yǔ)態(tài)、被動(dòng)語(yǔ)態(tài)和構(gòu)詞法。詞匯認(rèn)知詞匯不少于2,000個(gè);掌握1,200個(gè)左右的常用詞和一定數(shù)量的習(xí)慣

7、用語(yǔ)及固定搭配,并能在口筆語(yǔ)中運(yùn)用;認(rèn)識(shí)740個(gè)左右的單詞和一定數(shù)量的習(xí)慣用語(yǔ)及固定搭配,能根據(jù)上下文的提示理解其含義。通過(guò)基礎(chǔ)英語(yǔ)課、閱讀課和其分途徑認(rèn)知詞匯達(dá)4,000-5,000個(gè)(其中含中學(xué)已學(xué)2,000個(gè),正確而熟練地使用其中的2,000-2,5000個(gè)及其最基本的搭配。通過(guò)基礎(chǔ)英語(yǔ)課、閱讀課和其他途徑認(rèn)知詞匯5,500-6,500個(gè)(含第二級(jí)要求的4,000-5,000個(gè),正確而熟練地運(yùn)用其中的,3,000-4,000個(gè)及其最基本的搭配。聽(tīng)力聽(tīng)懂教師的課堂用語(yǔ)以及對(duì)課文內(nèi)容所作的解釋;聽(tīng)懂他人以較慢的語(yǔ)速談?wù)撊粘Ｉ?聽(tīng)懂基本沒(méi)有生詞、題材熟悉、難度略低于高三所學(xué)課文的語(yǔ)段,理解正

8、確率達(dá)到70%。聽(tīng)懂英勇語(yǔ)國(guó)家人士所作的難度不超過(guò)所學(xué)語(yǔ)言知識(shí)的講座,掌握中心大意,理解主要內(nèi)容,并能辨別說(shuō)話人的態(tài)度和語(yǔ)氣。聽(tīng)懂VOA慢速新聞廣播和文化節(jié)目,抓住主要內(nèi)容。能在15分鐘內(nèi)聽(tīng)寫(xiě)根據(jù)已學(xué)知識(shí)編寫(xiě)而成或選用的錄音材料(詞數(shù)150個(gè)左右,念四遍,語(yǔ)速為每分鐘100個(gè)單詞,錯(cuò)誤率不超過(guò)10%聽(tīng)懂英語(yǔ)國(guó)家人士關(guān)于日常生活和社會(huì)生活的談話;聽(tīng)懂中等難度(如TOEFL中的短文的聽(tīng)力材料,理解大意,領(lǐng)會(huì)作者的態(tài)度、感情和真實(shí)意圖。聽(tīng)懂VOA正常速度和BBC新聞節(jié)目的主要內(nèi)容。能大體辨別各種英語(yǔ)變體(如美國(guó)英語(yǔ)、英國(guó)英語(yǔ)、澳大利亞英語(yǔ);能在15分鐘內(nèi)聽(tīng)寫(xiě)根據(jù)已學(xué)知識(shí)編寫(xiě)或選用的詞數(shù)為200個(gè)左右

9、、語(yǔ)速為每分鐘120個(gè)單詞的錄音材料,錯(cuò)誤率不超過(guò)8%?？谡Z(yǔ)能熟練地就課文內(nèi)容進(jìn)行問(wèn)答,并進(jìn)行簡(jiǎn)單的討論;經(jīng)過(guò)準(zhǔn)備,能簡(jiǎn)單而連貫地復(fù)述聽(tīng)過(guò)的或讀過(guò)的語(yǔ)段;能就日常生活的話題進(jìn)行初步的交際;能清楚而連貫地講述學(xué)生熟悉的題材和課文內(nèi)容,長(zhǎng)度不少于八句。能就所聽(tīng)到的語(yǔ)段進(jìn)行問(wèn)答和復(fù)述;能就日常生活話題進(jìn)行交談;做到正確表達(dá)思想,語(yǔ)音、語(yǔ)調(diào)自然,無(wú)重大語(yǔ)法錯(cuò)誤,語(yǔ)言基本得體。能在一般社交場(chǎng)合與英語(yǔ)國(guó)家人士交談,做到正確表達(dá)思想、語(yǔ)音樂(lè)、語(yǔ)調(diào)自然,無(wú)重大語(yǔ)法錯(cuò)誤。,語(yǔ)言基本得體。閱讀 能以每分鐘60個(gè)單詞的能閱讀難度相當(dāng)于能讀懂難度相當(dāng)于美綜合英語(yǔ)(四75速度閱讀生詞率不超過(guò)3%的人物傳記、故事、科普短

10、文等,理解正確率達(dá)到70%;能讀懂簡(jiǎn)單的應(yīng)用文;能掌握所讀材料的主要內(nèi)容和中心思想。Thirty-Nine Steeps(簡(jiǎn)寫(xiě)本的淺顯材料以及Reader'sDigest,閱讀速度為每分鐘70-120個(gè)單詞,理解中心大意,抓住主要情節(jié)或論點(diǎn)。國(guó)Newsweek 的國(guó)際新聞報(bào)道;能讀懂難度相當(dāng)于Sons and Lovers 的文學(xué)原著。要求在理解的基礎(chǔ)上抓住要點(diǎn),并能運(yùn)用正確觀點(diǎn)評(píng)價(jià)思想內(nèi)容。閱讀速度為每分種120-180個(gè)單詞,理解準(zhǔn)確率不低于70%。能在5分鐘內(nèi)速讀1,000詞左右、中等難度的文章,掌握文章的大意。寫(xiě)作能根據(jù)提示,在20分鐘內(nèi)寫(xiě)出100個(gè)單詞左右的短文,無(wú)嚴(yán)重語(yǔ)法錯(cuò)

11、誤,意義表達(dá)清楚;能改寫(xiě)課文內(nèi)容;能書(shū)寫(xiě)簡(jiǎn)單的書(shū)信、便條和通知等應(yīng)用文,格式和行文無(wú)嚴(yán)重錯(cuò)誤,書(shū)寫(xiě)規(guī)范。能在30分鐘內(nèi)寫(xiě)出長(zhǎng)度為120-150個(gè)單詞的短文,內(nèi)容切題,條理清楚,語(yǔ)言正確;能改寫(xiě)或縮寫(xiě)課文內(nèi)容;能正確書(shū)寫(xiě)便條和通知等應(yīng)用文。能根據(jù)作文題目、提綱或圖表、數(shù)據(jù)等,在30分鐘內(nèi)寫(xiě)出長(zhǎng)度為150-200個(gè)單詞左右的短文,內(nèi)容切題,結(jié)構(gòu)嚴(yán)謹(jǐn),條理清楚,語(yǔ)法正確,語(yǔ)言能順,表達(dá)得體;并能根據(jù)提示在10分鐘內(nèi)寫(xiě)出長(zhǎng)度為60個(gè)單詞左右的應(yīng)用文。翻譯能將內(nèi)容不超過(guò)高三課文難度的短語(yǔ)和句子譯成漢語(yǔ),要求理解正確、語(yǔ)言通順。能獨(dú)立完成課程中的各種翻譯練習(xí),要求理解準(zhǔn)確、語(yǔ)言通順。能獨(dú)立完成課程中的各種

12、翻譯練習(xí),要求譯文忠實(shí)于原文、表達(dá)流暢。工具書(shū)使用能比較熟練地使用中小型英漢詞典,掌握詞語(yǔ)的正確發(fā)音、意義和基本用法。能熟練地使用英漢大詞典等英漢詞典和簡(jiǎn)易的英英詞典(如Oxford AdvancedEnglish Dictionary 以及Longman Dictionary ofContemprary English,獨(dú)立解決語(yǔ)言問(wèn)題。能熟練地使用各種英漢詞典和部分英英詞典(如Collins Cobuild CollegeEnglish Dictionary 和Random House College Dictionary,獨(dú)立解決語(yǔ)言問(wèn)題和部分知識(shí)方面的疑難問(wèn)題。文化素養(yǎng) 對(duì)中國(guó)文化有一

13、定的了解;有較扎實(shí)的漢語(yǔ)基本功;對(duì)英美等英語(yǔ)國(guó)家的地理歷史和發(fā)展現(xiàn)狀有一定的了解;掌握基本的數(shù)理化知識(shí)。熟悉中國(guó)文化傳統(tǒng),具有一定的藝術(shù)修養(yǎng);熟悉英語(yǔ)國(guó)家的地理、歷史、發(fā)展現(xiàn)狀、文化傳統(tǒng)、風(fēng)俗習(xí)慣;具有較多的人文知識(shí)和科技知識(shí);具有較強(qiáng)的漢語(yǔ)口頭和書(shū)面表達(dá)能力;具有較強(qiáng)的創(chuàng)新意識(shí)和一定的創(chuàng)新能力。授課教師根據(jù)以上英語(yǔ)專(zhuān)業(yè)本科生的入學(xué)要求以及本科基礎(chǔ)階段第一、二學(xué)年的具體教學(xué)要求,系統(tǒng)的組織“綜合英語(yǔ)”課程的教學(xué)內(nèi)容和活動(dòng),確保學(xué)生全面地系統(tǒng)地掌握英語(yǔ)語(yǔ)音、詞匯和語(yǔ)法、聽(tīng)力、口語(yǔ)、閱讀、寫(xiě)作和翻譯等語(yǔ)言知識(shí)和技能,幫助學(xué)生學(xué)會(huì)使用各種高級(jí)工具書(shū),同時(shí)要比較全面地介紹中西文化以提高學(xué)生的文化素養(yǎng)。

14、本課程以課本一課為單元,每單元大概用時(shí)6學(xué)時(shí)。每單元具體教學(xué)環(huán)節(jié)大致如下:一 課程所用教材:楊立民主編, 現(xiàn)代大學(xué)英語(yǔ)精讀1-4冊(cè),外語(yǔ)教學(xué)研究出版社, 2001。綜合英語(yǔ)課程I、II、III、IV使用的教材分別為高等學(xué)校英語(yǔ)專(zhuān)業(yè)用書(shū)現(xiàn)代大學(xué)英語(yǔ)第1-4冊(cè)。每?jī)?cè)書(shū)共有十五課。每課由課文A(TEXT A、課文B(TEXT B、練習(xí)(More Work on the Text三大部分組成。練習(xí)(More Work on the Text包括Oral Work,Vocabulary,Grammar和Written Work。本環(huán)節(jié)重點(diǎn)為課文A(TEXT A:1.Warm up2.Text expla

15、nation3.Vocabulary Study4.Quiz課文B(TEXT B和練習(xí)(More Work on the Text為學(xué)生自學(xué),教師統(tǒng)一課堂答疑解決學(xué)生學(xué)習(xí)問(wèn)題。本環(huán)節(jié)學(xué)時(shí)分配大約為:每周45 課時(shí)一篇課文。二 補(bǔ)充閱讀和聽(tīng)力材料:這些材料應(yīng)該適合學(xué)生現(xiàn)階段語(yǔ)言程度,有關(guān)課文A(TEXT A的主題,或者有助于學(xué)生掌握各種學(xué)習(xí)技能和聽(tīng)說(shuō)讀寫(xiě)譯等語(yǔ)言技能,也可以是有關(guān)英語(yǔ)國(guó)家的人文和科技知識(shí)的材料。這些材料在題材和體裁方面,應(yīng)該具有生動(dòng)性、多樣性和實(shí)用性?？捎米髡n文A(TEXT A環(huán)節(jié)的補(bǔ)充材料,也可用作組織課堂語(yǔ)言活動(dòng)的材料,還可以用作課外閱讀作業(yè)。本環(huán)節(jié)學(xué)時(shí)分配大約為:30分鐘左

16、右。三 各種課堂語(yǔ)言活動(dòng)。綜合英語(yǔ)課程作為綜合語(yǔ)言技能課,應(yīng)該精心設(shè)計(jì)和組織一些單一或綜合的聽(tīng)說(shuō)讀寫(xiě)譯的課堂語(yǔ)言活動(dòng),以便培養(yǎng)學(xué)生的實(shí)際綜合應(yīng)用語(yǔ)言的能力。本環(huán)節(jié)學(xué)時(shí)分配為:1030分鐘。四 作業(yè)。綜合英語(yǔ)IV(第4學(xué)期WEEK 1 (March 5 - 9I.Introduction to the Syllabus.1.Textbook (Text A + Exercises2.TEM 4 Preparation:1Dictation2Grammar and V ocabulary3Cloze4Note-writing5Composition6News BroadcastII. Lesson

17、 One: Thinking as a Hobby1. Introduction to the Text1 Questions2 Pair/ Group work2. Language points:1 Words: penal, oratory, hustle, hideous, reel, detestation, outnumber, flag2Phrases and expressions: if anything, to leap to ones feet, to endow sb. with sth., to be given to sth., to think well of s

18、b, for my money, to be given the third degree, to make for, to confer sth on sb, few and far between, in the flesh, to aspire to sth, to do away with sth3. Discussion:1 In the text, the writer classifies thinking into three grades. What do you think the writer refers to by the three grades?2 What do

19、 you think grade-one thinking is in the writer's mind?3 Which category do you find yourself in, grade-one, two or three?4. Exercises.III. TEM 4 Preparation1.Lectures2.TEM 4 exercise 1IV. Assignment: Handout 1.WEEK 2 (March 12 - 16I.Lesson One: Thinking as a Hobby (contdII.TEM 4 Preparation1.Lect

20、ures2.TEM 4 exercise 2III. Assignment: Writing Task 1.WEEK 3 (March 19 - 23I. Lesson Two : Waiting for the Police1. Introduction to the Text1 Questions2 Pair/ Group work2.Language points:1Words: allot, gasp, gulp, alibi, oblige, ejaculate, glare, press2Phrases and expressions: to whip sb/ sth up,to

21、start/set/get/keep the ball rolling, to take advantage of, to go by, a split second, to clear up sth, to powder ones nose, to come off, to put/ get sth out of your mind/ head, to turn on sb, to get on ones nerves3. Discussion:1 What can be said about the setting of the story?2 What is your comment o

22、n the language of the story?4. Exercises.II. TEM 4 Preparation1. Lectures2. TEM 4 exercise 3III. Assignment: Handout 2.WEEK 4 (March 26 - 30I.Lesson Two : Waiting for the Police (contdII. TEM 4 Preparation1. Lectures2. TEM 4 exercise 4III. Assignment: Writing Task 2.WEEK 5 (April 2 - 6I. Lesson Thre

23、e : Why Historians Disagree1. Introduction to the Text1 Questions2 Pair/ Group work2.Language points:1 Words: denote, approximate, quest, deem, belligerent, interception, foolproof, elusive2 Phrases and expressions: by way of, to be immersed in, a state of affairs, more or less, sb can not help but

24、do sth, in a broad/ narrow/general sense, the high seas, to be relevant to sth, at work, to read about/of, in the event of, to ones advantage/disadvantage, to make of sth, to stem from, to give/attach weight to sth, to be destined to do sth, on the grounds that3. Discussion:1 What is the purpose of

25、studying history?2 What would you say are the most important characteristics of a good historian?4. Exercises.II. TEM 4 Preparation1. Lectures2. TEM 4 exercise 5III. Assignment: Handout 3.WEEK 6 (April 9 - 13I.Lesson Three : Why Historians Disagree (contdII.TEM 4 Preparation1. Lectures2. TEM 4 exerc

26、ise 6III.Assignment: Writing Task 3.WEEK 7 (April 16 - 20I. Lesson Four : A Drink in the Passage1. Introduction to the Text1 Questions2 Pair/ Group work2.Language points:1 Words:oversight, reprimand, personage, outcry, avert, indulge, expel, slump2Phrases and expressions: golden jubilee, to bring/dr

27、aw sth to a close, a departure from, tofeel up to sth, to squint at sth(to have/take a squint at, out of the corner of ones eye, and all, at ones ease, to come from/out of nowhere, to break ones heart, to be/get beyond sb, to take a leap3. Discussion:1 What do you think are the possible sources of r

28、acism?2 Is racism an international issue? Why or why not?4. Exercises.II. TEM 4 Preparation1. Lectures2. TEM 4 2004/2005/2006III. Assignment: Handout 4.WEEK 8 (April 23 - 27I. Lesson Four : A Drink in the Passage (contdII. Assignment: Writing Task 4.WEEK 9 (April 30 May 4I. Lesson Five: Man of the M

29、oment1. Introduction to the Text1 Questions2 Pair/ Group work2.Language points:1 Words: obscene, undaunted, concern, crack, scrap, shake, outburst, pinion, onslaught, topple, thrash2 Phrases and expressions: to get ones breath again/back, to sum sb/sth up, to come of/from sth, sick in the stomach(=

30、sick to ones stomach, at the bottom of sth, to resign oneself to (doing sth, not that, to drift away, (all to oneself, double glazing, to have a liking for sb/sth, to be instrumental in (doing sth, to tail away/off, to be partial to sb/sth, to pull oneself together, I (can take it, to stick with sb/

31、sth, to take sb for granted, to cut ones losses, to lay a finger on sb, to land a blow, to prop sb/sth (up (against sth3. Discussion:1 What do you think of the functions of media?2 What are the possible themes of the short play?4. Exercises.II. Assignment: Handout 5.III. HolidayWEEK 10 (May 7 - 11I.

32、Lesson Five: Man of the Moment (contdII. Lesson Six : Groundless Beliefs1. Introduction to the Text1 Questions2 Pair/ Group work2.Language points:1 Words: proposition, staunch, reverse, credit, demonstrate, extend, belittle, dictate, stock2 Phrases and expressions: to rest on/upon, a shadow of sth,

33、to be consistent with, other than, to break down, in the light of sth, to shake sth off, to be beyond possibility or doubt, to consist in sth, no room for doubt, it pays (sb to do sth, as a (general rule, to attribute sth to sb/sth, to be/feel compelled to do (sth, to bear/have a grudge against sb,

34、to dispose sb to do sth, to go to the dogs, to make allowance for sth3. Discussion:1 Why do you think groundless beliefs gain wide acceptance?2 Do you agree that human progress involves shaking off existing wrong beliefs? Give reasons for your answer.4. Exercises.III. Assignment: Writing Task 5.WEEK

35、 11 (May 14 - 18I. Lesson Six : Groundless Beliefs (contdII. Assignment: Handout 6.WEEK 12 (May 21 - 25I. Lesson Seven: Spring Sowing1. Introduction to the Text1 Questions2 Pair/ Group work2.Language points:1 Words: imminence, rest, primeval, subjugate, crunch, cock, secure, draught, overpower, carr

36、y2Phrases and expressions: to be better off (doing sth, at this/that rate, to take hold of, to take sb/sth for sb/sth/to be sb/sth, to draw back, furrowed brows, to be chained to sb/sth, to sink into sth, to be dotted with, to cock ones head, to rob sb of sth, to revel in sth, a flash of sth, to cro

37、ss ones mind3. Discussion:1 What changes do you think have taken place in social ethics since our grandfatherstime?2 What qualities would you like to find in your future spouse?3 What is your lifes ambition?4. Exercises.II. Assignment: Writing Task 6.WEEK 13 (May 28 June 1I. Lesson Seven: Spring Sow

38、ing (contdII. Lesson Eight: Globalizations Dual Power1. Introduction to the Text1 Questions2 Pair/ Group work2.Language points:1 Words: erode, daunting, champion, combat, dwarf, hamstring, clamor, neutralize, ensue, downturn, relieve, project, implode, prevail2 Phrases and expressions: at/on the edg

39、e of, a double-edged sword, to go on a binge, to be hard-pressed to do sth, to fare well/badly/better, to be prone to sth/to do sth, boom and bust, on both/several/all counts, to snowball into, a case for/against sth, to shield sb/sth (against/from sb/sth3. Discussion:1 Are you for or against global

40、ization? Why or why not?2 How does globalization affect culture?3 What is the role of the internet and communications technology in globalisation?4. Exercises.III. Assignment: Handout 7.WEEK 14 (June 4 - 8I. Lesson Eight: Globalizations Dual Power (contdII. Assignment: Writing Task 7.綜合英語(yǔ)（四） WEEK 15

41、 (June 11 - 15 I. Lesson Nine: The Most Dangerous Game 1. Introduction to the Text 1 Questions 2 Pair/ Group work 2Language points: 1 Words: sip, stroll, execute, pent-up, ring, dress, wrench, pad, claim, dash, rumble, regard, furnish 2 Phrases and expressions: to rest with sb (to do sth, to venture

42、 to do sth, to fight ones way, to keep/lose ones nerve, to snap (sth shut, to spur sb/sth (on (to do sth, to get/take a grip (on oneself, to take stock (of sth, to strike off/out (somewhere, to blunder on, after a fashion, to be intent on sth/doing sth, to take (sth up, to give way, to make sb/sth out, to fasten sth on/to sth, to shin up/down sth, at bay 3. Discussion: 1 What do you think is the moral of this story if there is any? 2 Do you agree that killing under any circumstances is wrong? Why or