专业英语课程（共8篇）
专业英语课程 篇1
英语专业《英语阅读1》课程教案
Contents: Something about the Course and Unit 1 Procedures: I.Something about Extensive Reading 1.The meaning of this course
Extending far╲extensive reading(reading a lot, reading in wide range)
Far reaching╱
2.The task of the course
1} To improve reading speed
Everything goes very fast in our society, so we need to improve our speed in our study.As English majors you need to read a lot of materials in English.If you don’t have a certain reading speed, you cannot complete this task.So to have a fast reading speed can save your time to get more information or knowledge from what you read in a short time.It is also an important symbol to reflect your language ability and reading ability and also it is important in your TEM 4 and TEM 8 in the future.If your speed is not fast enough, you may not finish your test on time.So it will lead to your failure in the test.So to catch up with the development of our times, and also to be successful in our study, we should improve our reading speed.2} To improve comprehension(understanding)
It is the key significant factor to measure your reading ability.Because our reading purpose is to understand what we read.If we merely emphasize the speed, that is, if you read fast without understanding, all the things you have read will disappear behind your mind.So to improve comprehension is the second task in our extensive reading course.3)To enlarge vocabulary
It is very important to improve your reading speed and the degree of comprehension.You know if you have not a certain quantity of vocabulary you will stop again and again to consult with your dictionary when you do some English reading.In this way, it will certainly affect your reading speed and comprehension.So to improve our reading speed and comprehension, we should enlarge our vocabulary.Active
How can we enlarge our vocabulary?
↖
Remember: The more you read, the larger vocabulary passive
you may get.↖
(The more you read, the faster speed you
reading
you may get.The more you read, the better understanding you may get.}
The three points above can also be called 3 basic elements of reading.So they
are the tasks of our reading course.II.Teaching Materials 1.A Freshman English Reader(Vol.1)2.English novels In class: The Mill on the Floss After class: Tom Brown’s Schooldays
Frankenstein
The Sign of Indra 3.Supplementary readings a)Fast and time readings in class b)Other English novels and short stories in library c)English newspapers and magazines III.Result Evaluation
Everyday score: 40%(class activity, time reading, fast reading, reading report)
Final examination: 60% IV.Unit 1 University Student Life 1.Reading Skill: Context Clue to Word Meaning I 1)Read the first paragraph(self-reading by the students), answer the question: What does context mean? 2)Read the 2nd and 3ird paragraph, answer the question: What are the functions of context? 3)Read the last paragraph, answer the questions:(1)What are the limitations to context clues?(2)What is the author’s suggestion in such cases? 2.Section A 1)Word Pretest 2)Text: On Being a Student 3)Reading Comprehension 4)Practice: P5 Reading Skill: Context Clues to Word Meaning 5)Explanation and discussion of the text The text is divided into 3 parts: Part 1: para.1 To be a student is now your profession.Part 2: para.2—4 To be a student involves a change of attitude in many ways, or to be a student, it needs some changes.Part 3: para.5—the end Professionalism involves discipline.6)Vocabulary Building
(1)Word Match(2)Suffix 7)Cloze V.Homework 1.Section B 2.Tom Brown’s Schooldays
Week 4 Contents: Unit 2 Procedures: I.Warm Up 1.How did you spend your weekend? Did you have a good time? 2.How is your college life different from your high school days? Give some examples.II.Check the Homework: Unit 1 Section B III.Time Reading(Supplementary Material)IV.Unit 2 Culture Shock: Section A 1.What do know about Culture Shock? Have you experienced Culture Shock? 2.Word Pretest 3.Text: Making a Cultural Change 4.Reading Comprehension 5.Reading Skill exercise: Context Clues to Word Meaning 6.Explanation and Discussion of the Text
The text is divided into 4 parts:
Part 1: para.1 A change on going abroad between the past time and nowadays.Part 2: para.2—5 The culture shock happened on people who go abroad.Part 3: para.6—suggestion 5 Suggestions to make a culture change
Successfully.(or suggestions in fighting culture shock)Part 4: the last para.Conclusion—With the right attitude, living in a foreign country can be a priceless, enriching period in a person’s life.7.Topics for Discussion and Reflection(Activity): 1} What kind of people adjust best to foreign cultures? 2} Do you have any difficulty in adapting to a new environment of your university? 8.Vocabulary Building 1} Word Match
2} Suffixes 9.Cloze V.Homework 1.Section B 2.Tom Brown’s Schooldays
Week 6(第5周国庆休息)Contents: Unit 3 Procedures: I.Warm Up
1.Where are you from? Would you like to tell us something about your hometown? 2.Could you tell us something about your family? 3.What’s your hobby?
4.How do you plan your study and life in your first term of this university? II.Check Up Homework: Unit 2 Section B III.Additional Reading Skills
IB.1.Recognition of Words(A)
2.Recognition of Phrases(A)
IIB.1.Recognition of Words(B)
2.Recognition of Phrases(B)IV.Unit 3 Movie: Section A 1.Word Pretest 2.Text: How Do The Movies Do It? 3.Discussion on Reading Comprehension 4.Analysis and Explanation on the Text 3 parts: paragraph1—2 By whom is the special effects of a film created?
What is a special-effects man? paragraph 3—9 Four examples to show how the special effects of a film is produced.paragraph 10
Why so many movies are very expensive to make.5.Main Idea
The special effects of a film is created by a “special-effects” man.The work of a “special-effects” man requires training, skill and experience.It also adds a great deal to the expense of producing the film.That’s why so many movies are very expensive to make.6.Topics for Discussion and Reflection(Activity): 1)Do you think to become an actor or actress is a good job for young people? 2)Is watching movies and TV programs a good way to learn something indirectly? 7.Vocabulary Building V.Homework 1.Reading Skill exercise P27 2.Unit 3: Cloze/Section B 3.Tom Brown’s Schooldays
Week 7 Contents: Unit 4 Procedures: I.Warm Up
What’s your plan for National Day? II.Check Up Homework: Unit 3 Section B III.Fast Reading
Unit 1 Section C
Unit 2 Section C
Unit 3 Section C
(Choose two of them)IV.Unit 4 Food: Section A 1.Could you introduce some food of local flavor in your hometown? 2.Word Pretest 3.Text: A Food Tour of the United States 4.Discussion on Reading Comprehension 5.Analysis and Explanation of the Text Structure: 3 Parts Part 1: Para.1—2 It tells us that one of the most interesting features of American cooking is its variety.Para.2 gives us some e.g.s Part 2: Para.3—4
Being regional, these dishes are made from the materials that are locally available.Para.4 gives us some e.g.s Part 3: Para.5—the last para.The traveler who would like to sample the real flavor of American cooking must explore the country as a whole.Because in this way you can eat the fresh food from the row materials made by a local chef.6.Main Idea:
American food at its best is regional in character.So if you enjoy good food, it deserves you to pay a visit to each of these regions.7.Guess the Meaning of New Words in the Text according to the Context 8.Topics for Discussion and Reflection(Activity):
1)What similarities and differences are there between Western and Chinese dinner invitations?
2)To what extent are food, and table manners and social status linked in China?
3)What problems and misunderstandings might occur when Westerners and Chinese eat together? How might these difficulties and misunderstandings be reduced? 9.Vocabulary Building a)Word Match b)Prefix V.Homework 1.P40 Reading Skill: Context Clues to Word Meaning P43 Glossary, Cloze, Section B(Prepare the 3 topics at the end of the unit)2.Go on your reading on “Tom Brown’s Schooldays”, when you finish it, write a reading report.3.The Mill on the Floss 1-7
Week 8 Contents: The Mill on the Floss 1--7 Procedures: I.Warm Up
Presentation: How did you spend your National Day? II.Check Up Homework 1.Unit 4 Section B 1)Reading Comprehension 2)The 3 Topics 2.Collect reading reports III.Additional Learning about Words IIB.Word Analogy IIIB.Homophones IV.Introduction on The Mill on the Floss 1.About the Author
George Eliot(pseudonym of Mary An Evens)1819—1880, the daughter of a prosperous estate agent at Warbury Warwickshire.Education: 5-16, educated at boarding schools;18(after the death of her mother and the marriage of her elder sister)kept up a rigorous course of studying, reading Greek and Latin, as well as German and Italian.Interests: music and religion.Profession: assistant editor of Westminster Review;writer.Works: Adam Bede, 1859 {1st novel}
The Mill on the Floss, 1859-1860
Silas Marner, 1861
Romola, 1862-1863
Felix Holt, 1866
Middlemarch, 1872
Danil Deronda, 1876 etc.Writing Style: pithy, lucid and lively.Weak Points: She described the life of the laboring people and criticized the privileged classes in her works, but her expository tendencies are much weaker.She raised the problem of class contradiction more seldom and less forcibly.The significance of her works: It lies in the portrayal of the pettiness and stagnancy of English provincial life.Her honor: As a famous English woman writer, she has no rival in the study of aspiration and nobility in the mind of woman.The most important man on her literary life: George Henry Lewes.When she was in London at the age of more than 30 she met George Henry Lewes(through her close friend Herbert Spencer a philosopher).At that time, Lewes was a journalist and miscellaneous writer whose family had been broken by his wife’s infidelity.Lewes and Evans fell in love, but he could not free himself to marry her, because of the strictness of Victorian divorce laws.In July 1854 they left England to travel in Germany quietly announcing to their friends
their intension ton live as man and wife hanceforce.In spite of its having no legal status, they always regarded their association as a true marriage.Miss Evans called herself “Mrs.Lewes” and was a devoted stepmother to Lewes’ three sons.In 1855, she read Lewes a sketch of rural life she had written, he admired it greatly and encouraged her to continue writing fiction.She succeeded at last.In 1876, she had achieved a position of respect never approached by any other English woman writer.Even today among all the Victorian woman novelists, only the Bronte sisters seem her equals;in the study of aspiration and ability in the mind of woman she has no rival.At that time Lewes also won a name of his own as a philosophical and scientific writer and critic.Their increasing reputation put them well above mean gossip, so that during last years of their life together, they were often visited by the circle of friends included many of the most famous and respected of their contemporaries.2.About the Novel The Mill on the Floss It tells the love, estrangement and eventual reconciliation of the daughter and son of a country miller.Place: the bank of Floss Time: 19 century V.The Mill on the Floss 1—7 1.True or False(F)1)The story took place in France.(…the bank of Floss, the countryside of England)(T)2)Mr.Tulliver would like his son to be a business man or land-valuer.(T)3)Mr.Riley recommended Mr.Tulliver to send Tom to Mr.Stelling to get the best teaching.(F)4)Tom brought Maggie some nuts and sweets as present when he came home.(…a new fishing-line)(T)5)Tom was angry at Maggie when he was told that the rabbit had all dead.(F)6)Mr.Tulliver didn’t like Maggie because of her naughtiness.(He liked her very much)(F)7)Bessy’s sisters and Tulliver’s sister went well together.(They didn’t go well together)
(F)8)All of the persons at the dining-table, including Maggie’s father, talked against her after she had cut her own hair.{Her father stood up for her and protected her.} 2.Explanation and Discussion 1)(Chapter 1: Description of Dorlcote Mill and its picturesque surroundings.Chapter 2: From this chapter, we know the Tullivers had a son called Tom and a daughter called Maggie.Tulliver wanted to give his son a god education and let him become a business man or a land-valuer.)Why did Mr.Tulliver want to give his son a good education and let him become a business man or a
land-valuer?
Because(1)he wanted his son to be equal to those people who had beaten him because they had had better schooling.(2)A business man or a land-valuer was rich and respected and not frightened of any lawyer who he called rascal.You know he had a great prejudice against Lawyer Wakem.2)What’s the different comment on Maggie between Mr.And Mrs.Tulliver?
Mr.Tulliver considered Maggie was a quick, clever girl and he was fond of her.But Mrs.Tulliver thought she was naughty and half a fool in some things.3){Chapter 3: Mr.Tullver asked advice of Mr.Riley about Tom’s going to school because he had great faith in him.During their conversation, Mr.Tulliver gave his comment on Tom.} What’s Mr.Tulliver’s comment on Tom?
Clever at thins out-of-doors and had got a lot of common sense.But slow with his tongue, he hated books and spelt badly, people never heard him say clever things like the little girl.4)Who did Mr.Riley recommend to Mr.Tulliver as Tom’s teacher?
Mr.Stelling.5)Why did Mr.Riley recommend Mr.Selling to Mr.Tulliver? Did he know Stelling very well?
No, he knew very little about Mr.Stelling.But he was a man of business and he knew his own interest.He recommended Mr.Stelling to Mr.Tulliver just because Stelling was a son-in-law of Timpson and Timpson was an important man in the place and could send Rilay a lot of business.So it is pleasant to be able to give advice when it is asked for.6)(Chapter 4-5: The author gives us a very vivid description about Tom and Maggie, especially about Maggie’s psychological movement before and after Tom came home to show she was very dear girl and full of emotion.).Analysis of Maggie’s psychological movement:
Expectant----------sad------------------happy----------fearful------------(P10 1st para.)(rabbits were dead)(P11-13)
(P13)
miserable------------------------easy----------------------happy-----------------------(Tom was angry and told her(Tom went up stairs(P17 next morning, they
he didn’t love her and didn’t
to ask her come
were sitting by the
want her to go fishing with
down and forgave
river-side, fishing.him next day.)p15
her.)p16-17
They were very
happy.)7)What do you think of the author’s description of Tom and Maggie in Chapter5? Could you see the writing style of Eliot from the description?
A few words bring out the psychological state and innocent vivacity of the brother and sister remarkably true to life.It’s so successful.8)(Chapter 6: The Tullvers’ preparation for the aunts and uncles’ coming.)Why did they invite them to come?
Mrs.Tulliver was going to invite them to dinner in order to ask them
about Tom’s education.9)(Chapter 7: About the family gathering.A terrible determination was forming itself in Maggie’s mind).P23
(1)Do you know what is her terrible determination?
To cut her hair.(2)Why did Maggie determine to cut her hair? P25
Because she felt that her mother and aunts were all not satisfied with her hair.She wanted to be free from her troublesome hair, and she wanted people to think her a clever little girl and not to find fault with her hair.(3)What’s the attitude of all of the persons at the dinner table after she had cut her own hair?
Except her father, they all talked against her and laughed at her.(4)What do you think of Maggie’s action to cut her own hair? The action shows that she was a clever and daring girl.(What’s the result of the family gathering about Tom’s going to school, we’ll discuss it next time.)VI.Homework 1.The Mill on the Floss 8—13
2.Frankenstein
Week9 Contents: The Mill on the Floss 8—13 Procedures: I.Warm Up
Daily Report II.Time Reading(Supplementary Material)III.The Mill on the Floss 8—13 1.True or False
(F)1)The family gathering about Tom’s going to school was very happy and perfect.(F)2)Mrs.Moss married a clergyman.(She married a poor farmer.)(T)3)Tom felt life was difficult during his first three months under the care of Mr.Stelling.(T)4)Mr.Tulliver was satisfied with Mr.Stelling.(F)5)Tom despised Mr.Stelling as he had despised Mr.Jacobs.(F)6)Mr.Tulliver was rather angry that his son should have the same education as Wakem’s son.(T)7)Philip was Tom’s newschool-fellow.2.Explanation and Discussion Chapter 8 Mr.Tulliver shows his strength of mind 1)What’s the result of the family gathering about Tom’s going to school?
The gathering was broken up in discord because of Mrs.Glegg’s scorn to Mr.Tulliver and Mr.Tulliver’s anger.2)What do you think of Mrs.Glegg and Mr.Tulliver from this chapter? Mrs.Glegg was rich, but miserly(P30 in the middle).She looked down upon Mr.Tulliver(P29,upper part;P30, lowerpart)Tulliver had his strength of mind to decide his own affairs.Besides he didn’t like Mrs.Glegg, so he didn’t want to listen to her and even disgusted with what she said.Chapter 9 Mr.Tulliver shows his weaker side.3)What’s Mr.Tulliver’s weaker side? P31 last para.Ordinarily Mr.Tulliver found the world difficult and he acted slowly and timidly.Only when he was angry, he acted surprisingly quickly.4)Did Mr.Tulliver love his sister or was he a good brother? Yes.How do you know it?
From this chapter, we know he was kind enough to lend money to his sister.When he saw his sister cried and worried about paying back the money he comforted her gently even if he needed the money badly.5)(But)Why did he go to her house to ask for his three hundred pounds since he knew that she was so poor and very difficult to return his money?
Because he had decided to pay five hundred pounds to Mrs.Glegg without being asked.He didn’t want to be in debt to his wife’s sister.After all he couldn’t bear Mrs.Glegg’s scorn.(However he still didn’t get the
money because he couldn’t make himself hard enough to force Mr.And Mrs.Moss to sell everything they had to pay him.)Chapter 10 Tom at Mr.Stelling’s
6)How did Tom feel at Mr.Stelling’s house?
He felt life was difficult because he had to learn Latin and to pronounce English in a new way which he had difficulty in.Even to the jokes of Mr.Stelling with him also he had not been used to.So for the first time in his life he had a painful feeling that everything he did or said was wrong.(So he longed for someone to play with.)7)Who did Tom long for to play with? Maggie.8)What do you think of the last sentence of Chapter 10? Could you see the writing style of George Eliot from this sentence?
The sentence just brings out the psychological state and spiritual features of Tom remarkably true to life.It shows the situation quite upset him.He felt very annoyed.We may see this sentence typically reflects the author’s writing style: pithy, lucid and lively.Chapter 11 Maggie visits Tom
9)(From this chapter, we know Maggie came to visit Tom because Mrs.Stelling had invited her to come and stay with her brother.The brother and sister were very happy to get together again.When Tom said that he felt ill at Latin but his father insisted that he must learn it, Maggie said “ I’ll help you now, Tom.”)
What does Maggie’s saying show?
It shows her innocence and love to Tom.10)(Maggie was very happy with Tom here.She learned a lot more about Latin, also she became good friends of Mr.Stelling because of her cleverness.So she told Tom that she would like to go to school with Mr.Stelling and learn just the same things as he did;she felt sure that she would be able to do the work.But Tom insisted that she couldn’t do it.So they decided to ask Mr.Stelling about it.)What’s Mr.Stelling’s answer?(P41)Do you agree with Mr.Stelling’s opinion “girls are quick, but they do not go deep into things”?(Divide the class into 2 groups to prepare for the debate.Group 1: the students who are in favor of it.Group 2: those who are against it.Each group will prepare enough arguments to support their point of view.After discussion, each group will choose four representatives to take part in the debate.)
To Mr.Stelling’s opinion, Tom was very happy, but Maggie was so upset that she didn’t even reply.} Chapter 12 The Christmas holidays 11)(Then Christmas Day came.Christmas was usually very happy, especially for the children.But this Christmas Day was not quite so happy as it had always been before.Because Mr.Tulliver was angry at Christmas dinner.Do you know)Why was Mr.Tulliver angry at Christmas dinner?
He had an enemy, Pivart who had land far up the stream and was making
channels to lead the water from the steam to it.He thought Pivart’s water-channels would stop his mill-wheel.And it’s Wakem who was encouraging him.12)(Mrs.Moss and Mrs.Tulliver hoped that he wouldn’t go to law.But Mr.Tulliver still wanted to do it eagerly.)Why did Mr.Tulliver still want to do it since his sister and Mrs.Tulliver opposed this idea? What increased his eagerness to go to law? P44
It’s just Mrs.Tulliver’s words “Do what you like;but whatever you do, don’t go to law.” Mrs.Tulliver’s words always seemed to make her husband do just the opposite.13)(One evening near the end of holidays, Tom told his father that Lawyer Wakem was going to send his son to Mr.Stelling.)How did Mr.Tulliver feel when he was told that his son would have the same education as Wakem’s?
Secretly rather proud.Chapter 13 The new school-fellow 14)Who was Tom’s new school-fellow?
Philip Wakem.15)(As I told you the author was very good at describing the character’s psychological movement in this novel,)Could you tell us Tom’s psychological movement during the first meeting with Philip? Uncomfortable----better to have this companion than no one----{P45}
{P46} willing to communicate with Philip----Philip must be kept in check(P46-48 to see that P.was good at
(after all he was Wakem’s son，drawing and telling the story P47
unpleasant in some ways.)in the middle.)How did they get along with in their study and life together? We’ll talk about it next time.} IV.Homework 1.The Mill on the Floss 14—20 2.Frankenstein
Week 10 Contents: The Mill on the Floss 14—20 Procedures: I.Warm Up Daily Report II.Something on Tom Brown’s Schooldays
The whole story tells us the process of Tom Brown’s growing up and the Doctor’s reforming on the educational system of Rugby school and his success in his field.It leads us to think: 1.How to be an excellent teacher? 2.How to build up a new type of relation between teachers and students? 3.How to be a valuable person to your society? III.Additional Reading Skills IVB 3.Words Classification
VB 2.Synonyms IV.The Mill on the Floss 14—20 1.True or False(T)1)Philip was such a quick learner that Mr.Stelling was more interested in him than in Tom.(F)2)Tom asked Maggie to go upstairs to show her the rabbit when Maggie paid her second visit.(the sword)(F)3)Tom was reconciled with Philip because he felt lonely when he was wounded.(…because Philip dispelled his fear that his foot would be deformed.)(T)4)Tom sometimes felt friendship and sometimes dislike for Philip>(T)5)Philip was very fond of Maggie.(F)6)In Chapter 18, Maggie came to Mr.Stelling’s house to tell Tom that Pivart had been beaten in the affair.(…tell Tom that their father had been beaten in the affair against Pivart.)(F)7)The judgment in the law made Mr.Tulliver ill.(Gore’s letter made…)(T)8)Mrs.Tulliver kept all her precious “best things” in the store-room.2.Explanation and Discussion Chapter 14 Tom and Philip 1)(From this chapter, we may see something about the two boys: their health, study, character and interest, etc.)
Contrast between Tom and Philip:
Tom: strong and lively，but difficult in Latin，good at things out of doors
slowly in his studies, having a lot of common sense，not interested in music enjoying the drill-lesson，or not understand it.Philip: deformed
but proud，timid
advanced in his studies, interested in music and drawing, willing to help others.Chapter 15 Maggie’s second visit
2)(Maggie paid the 2nd visit to Tom.To show his bravery and give Maggie a big surprise, Tom played sword-ex.s before her, but unluckily, he hurt his own foot.)Chapter 16 The end of a quarrel 3)(From the 1st paragraph, we know there was a terrible fear in Tom’s mind after
he hurt his foot.)What’s Tom’s terrible fear in his mind after he hurt his foot?
If his foot would be deformed.4)Is it Maggie who guesses that this fear was in Tom’s mind? No.Mr.Stelling and the doctor? No.5)Who guessed it and asked the question which Tom had not dared to ask by himself? Philip Wakem.6)Did he ask the question in kind-heart or in ill will? Did he hope that Tom would be deformed?
He asked the question in kind heart.He wanted to see Tom’s mind at rest, or he wanted Tom to be easy.Don’t trouble himself so much.He hoped Tom would recover soon.Chapter 17 Philip and Maggie 7)How is it about feelings of Philip and Maggie to each other?
Philip thought Maggie was a nice girl and he wished he had a sister with dark eyes just like hers.Maggie thought Philip seemed a nice boy, clever and could play music and sing.She loved him and also wished he had been her brother.8)(Mr.Tulliver came a few days later to fetch Maggie.When Maggie and Tom told him something about Philip, he gave his own opinion about how Tom should get along with Philip.)What’s it?(What’s Mr.Tulliver’s idea or opinion about how Tom should get along with Philip?)
If he is good to you, pay back to him and be good to him.But don’t be too friendly with him;he’s got his father’s blood in him too.Never trust bad blood.Chapter 18 The end of childhood 9)(From this chapter, we know Mr.Tulliver had lost in the affair against Pivart in the law-court.Maggie brought the bad news to Tom and wanted him to go home.As you know Tom had never been anxious about the future;he had a strong sense of the respectability of his family.)How did he feel when he heard of this bad news? Surprised, unexpected, turned pale and trembled, grieved so much.10)Do you think the title of Chapter 18 “The end of childhood” is fit to its contents? Why?
Yes, because of the great disaster of the family, Tom and Maggie were involved in the business of grown-up life.They were very sad and worried about their family.That shows their innocent and lively childhood ended.Chapter 19 What had happened 11)(From this chapter, we know Mr.Tulliver had lost his affair against Pivart.But he didn’t want Wakem and Pivart tought he was crushed, so he tried to bear the shock well.P64 paragraph 3 As he passed the post office, he longed to have Maggie near him—he did not know why.)Do you know why? {Do you know why Mr.Tulliver longed to have Maggie near him as he passed the post office? }
When you are in agony, the person you most want to see will be the dearest one of yours.Maggie was his favorite girl, so he longed to have her near him to give him comfort when he felt miserable.12)(You know, of course Mr.Tulliver saw that the cost of the affair would take more money than he possessed.)Why did he tell his wife that there was nothing to grieve about, and that he would have no difficulty in meeting the cost? And what does this sentence show?
It shows that Mr.Tulliver had a strong character.He didn’t want Wakem and Pivart thought he was crushed.Even he didn’t want his wife thought he was an incompetent husband.(However at last Mr.Gore’s letter(or note)made him ill.It said: Furley had lately been in great need of money;he had been raising money on all his property and had sold his rights in the Tulliver’s property to—Wakem.That means all of his property, land and mill would belong to Wakem—his great enemy.So he couldn’t bear such a big strike and was seriously ill.)Chapter 20 Mrs.Tulliver’s treasures
13)(When Tom and Maggie reached home, their father was still lying with his eyes closed.A servant was there, but not their mother.)Where is their mother? What was she doing there?
In the store-room, she was sitting among all her carefully stored treasures.Grieved so much at ideas that all these treasures would be sold up—and go into strange people’s houses.And she grumbled out why Mr.Tulliver married her and brought her to this trouble.14)How is it about Maggie when she had listened to her mother’s speech?
She became more and more angry, so she could not help crying.She criticized her mother boldly for caring only for things, not their father when her dear father was lying there upstairs in a sort of living death.She would not let anyone find fault with her father.She hoped Tom to do so.15)What does Maggie’s action show?
It shows that Maggie was full of feelings.She had deep love for her father.She thought her father was the first, the property of the family was the second.(After a time Tom and Maggie went into their father’s room.The two children forgot everything else in the sense that they had one father and one sorrow.)V.Homework 1.The Mill on the Floss 21—25
2.Frankenstein Week 11 Contents: The Mill on the Floss 21—25 Procedures: I.Warm Up
Daily Report II.Time Reading(Supplementary Material)III.The Mill on the Floss 21—25 1.True or False(T)1)All the relations came to the family council except Mr.Deane and Mr.Moss.(F)2)Mrs.Tulliver wished the hotel or strange people would buy the silver teapot and the table-cloth with her name on them.(She wished her relatives would buy them.Because she thought if they were put in front of strangers with her name on them, it would be a disgrace to the family.)(F)3)Mrs.Pullet was sorry for her sister and her children, so she decided to give some money to Tom and Maggie.(P74 the last paragraph but 3)(T)4)Tom didn’t think it would be right for his aunt Moss to pay the money because it would be against his father’s wishes.(T)5)Wakem told Mrs.Tulliver he would be willing to keep her husband as manager of the business.(F)6)Tom went to his uncle Deane’s bank to ask advice about getting some employment, but Mr.Deane didn’t give any advice to Tom about it.(He said Tom must set about learning accounts.)(F)7)The amends which Mr.Tulliver promised to make to Bessy is to share her housework.(P86…is to stop in the old place and serve under Wakem.)
(T)8)Mr.Tulliver told Tom to write his promise to make his wife’s amends and his determination to have his revenge on Wakem.(F)9)Maggie was now on the edge of womanhood, her mind is full of new hopes, new dreams and new joys.(Usually, at the age of Maggie, the mind of a girl is full of new hopes, new dreams and new joys, but the season of great change about her family was to her the hardest time of all her life.)(T)10)Tom fully shared his father’s feelings about paying off the debts.2.Explanation and Discussion Chapter 21 The family council 1)(The family had a council to discuss the situation.Mrs.Tulliver wished her relatives would buy the silver teapot and the table-cloths with her name on them.Because she hated that her teapot would be sold to the hotel, put in front of travelers with her name on it and her table-cloth would go into strange people’s houses and perhaps be cut with knives.It would be a disgrace to the family.But Mrs.Glegg said to Mrs.Tulliver “The disgrace is to have married a man who has brought you to ruin.”)What was the reaction of Maggie and Tom when they heard of these words?
Maggie was very angry.She jumped up from her seat and ready to stop
her aunt from speaking against her father.But Tom remained more calm than Maggie.He said to Mrs.Glegg: “if you think…(P72-73)”
These words show Tom’s great courage and good sense though he was only sixteen.And they made Mrs.Glegg feel very much embarrassed.2)Did Mrs.Glegg and Mrs.Pullet promiseto leave any money to Tom and Maggie?
No, instead of doing that, Mrs.Glegg even insulted them(P74 paragraph 6 in the middle).So Maggie was filled with wild anger and told them to keep away.3)What do you think of Mrs.Tulliver’s relatives from The family council? Hypocritical and miserly.4)(Then came Mrs.Moss)What’s Mrs.Moss’s attitude to Tom and Maggie?
Kind, sorry for them.Though she was very poor she decided to be sold up to pay the money(￡ 300).5)What’s Tom’s opinion about the money?
He didn’t think it would be right for his aunt Moss to pay the money.It would be against his father’s wishes.Because his father told him before he was in debt that he decided to give Sister Moss that money.Chapter 22 Tom seeks employment 6)(The days passed, Mr.Tulliver was slowly getting better.But his fate and fortune were changing rapidly.Both the mill and the land were sold to Wakem.So Tom had to go to work to support the family.Tom decided to ask Mr.Deane for advice about getting some employment.)Why did Tom decided to ask for Mr.Deane’s advice?
Because Mr.Deane had a great business and he had risen in the world rapidly—and that was Tom wanted to do.7)How did Mr.Deane explain his success in business?
He made himself fit for his work or business.(P80 paragraph 4 Just as he said “If you want to slip into…)
8)How do you understand this sentence “ If you want to slip into a round hole, you must make a ball of yourself”?
If you want to get a good job, you should have a certain knowledge and ability to fit it.If you want to succeed in your work, you should study the knowledge and train your ability about the work and try your best to work hard.9)Did Mr.Deane think Tom’s father choose the right education for him?
No, he thought Tom’s father didn’t choose the right education for him.Latin is not any use to him for his employment.10)What’s his advice for Tom’s employment?
(1)To take a place in the store-house by the river-side where the ships are unloaded and learn the smell of things.(2)He must set bout learning accounts.Chapter 23 Something is written in the Bible 11)What was written in the Bible according to this chapter?
A promise was written in the Bible.{P86 the last paragraph but one;P87 paragraph 3} 12)What does this promise show?(1)He had deep hatred for Wakem.Although he failed, he hoped his son would make revenge on Wakem.(2)His kind heart to his wife.In order to make her amends, he would stop in the old place and serve under Wakem so that his wife might be near her own sisters.Chapter 24 Womanhood 13)How is it about Maggie’s spiritual state when she was on the edge of womanhood?
At the age of hers, one is ordinarily full of new hopes, new dreams, new joys;but she felt it was the hardest time of all her life.The restless condition of her mother and her father’s silent despair as well as the sadness of the home made her very painful and miserable.14)What did Mr.Tulliver and his wife think of Maggie when she was on the edge of womanhood?
Mrs.Tulliver felt the change in her daughter and wondered that Maggie `should be growing up so well’.She was getting fond of her tall, dark girl.While Mr.Tulliver felt grievous when he saw Maggie’s graces of mind and body.He thought it’s a pity she’s not made of commoner stuff.She would be thrown away.And he was afraid: there would be nobody to marry her who was fit to her.Chapter 25 In the Red Deeps 15)What do you know about the Red Deeps?
It is a spot which lay behind the hill south of Dorlcote Mill.And one of Maggie’s favorite walks was to that place.It was overgrown with trees.There she often sat in a grassy hollow under the shadow of a branching tree.16)(One day when Maggie was in the Deeps, Philip went there to meet her.They were happy to get together again.)What’s the main content of their talking?
The main content is if they could still be friends.Maggie wished they could have been friends.But she’s quite sure that she didn’t want to do anything which might make her father’s life harder for him.So she had to sacrifice the friendship between Philip and her.Philip understood her but he didn’t think it is right to sacrifice everything to other people’s unreasonable feelings.IV.Homework 1.The Mill on the Floss 26—30 2.Frankenstein
Week 12 Contents: The Mill on the Floss 26—30 Procedures: I.Warm Up
Daily Report II.Something on Frankenstein
This book shows the author’s philosophic view that human beings have double characters—kind and evil.When a human being is born, he is very pure and kind.But if he is always looked down upon, discriminated and persecuted for a long time by other people, he will become evil and do various kinds of bad things, even kill others cruelly.So we should care, love and help each other, try to prevent such tragedies happening again.Also we should be responsible for what we have done.III.Additional Learning about Skills IVB 1.General Meaning Of A Sentence(A)2.General Meaning Of A Sentence(B)IV.The Mill on the Floss 26--30 1.True or False:(F)1)A year has passed.In the passed year, Tom had failed.(…had been very successful)(T)2)One afternoon in early April, Maggie kissed Philip in her favorite spot.(T)3)Maggie hated Tom’s insult to Philip for his deformity.(F)4)One day in May, Tom came home a little earlier than usual to tell his family that he didn’t want to work for Mr.Dean.(…to tell his family that he had money to pay all the debts.)
(T)5)Mr.Tulliver beat Wakem on his way home after the party.To him it’s a day of vengeance.(F)6)Mr.Tulliver had forgiven Wakem when he was dying.P105(T)7)Maggie moved into St Ogg to the home of Mrs.Jakin after her father’s death mainly because she couldn’t bear Tom’s anger and disapproval.(F)8)Maggie tried to find the way home in the darkness on the flood for she was very frightened.(…for she decided to go to help her mother and Tom.)
(F)9)With breathless joy Maggie found both mother and Tom were at home when she neared the front of the home.(Only Tom was at home.Her mother had gone to aunt Pullet’s the day before that day.)(F)10)At the end of the story, Tom and Maggie faced great danger.Tom said “ It’s coming, Maggie!” “ It ” here refers to “the huge Mass”.(“death” or “the last moment”)2.Explanation and Discussion Chapter 26 A year later 1)(You know in the past year, Tom had been very successful.Because his strong will, his pride, his desire to repair the disaster of the past—all gave him a strength to overcome all difficulties.In an afternoon in early April, Maggie and Philip met again in the Red Deeps.You know Philip expressed bravely his love to Maggie, and Maggie kissed him tenderly.)What does it show about their relationship?
The relationship between Maggie and Philip had developed from their childhood friendship to sweet mature love.2)(Then you know Tom did something cruel to them.)Why did the author consider Tom was cruel?
He disrupted the innocent love of the young couple and cruelly insulted
Philip for his deformity.3)What’s Maggie’s reaction?
Maggie was very angry.She hated Tom’s insults to Philip for his deformity.So she severely reprimanded him for what he had dine.Chapter 27 A hard-won triumph 4)(One day in May, Tom came home a little earlier than usual.There was the suggestion of a smile at the corner of his mouth.Because he brought a good news to the family, he had had the money to pay all the debts.Uncle Dean had arranged a meeting of all those to whom Mr.Tulliver owe money the next day at the hotel, and he had ordered a dinner for them at two o’clock.Mr.Tulliver was so excited when he heard of this good news.)Could you find some supporting details which can show Mr.Tulliver’s excitement in this chapter? P100 last paragraph but 1
P101 paragraph 4 and 5
Chapter 28 A day of vengeance 5)(Mr.Tulliver attended the meeting and party happily next day.After the party he mounted his horse to go home.On his way home, he was eager to meet Wakem.)Do you know why? Why was Mr.Tulliver eager to meet Wakem on his way home from the party?
He wanted to show him his triumph and take vengeance on him for what he had done to him.6)How did he take his vengeance on Wakem? He swore at Wakem: “You’re too big a rascal to get hanged!” He made him fall down from the horse and beat him fiercely with his riding whip.7)(After Mr.Tulliver had taken his vengeance on Wakem he died.)What’s the cause of his death? He died of excitement.8)(Mr.Tulliver didn’t forgive Wakem even on the edge of death.)What does it show?
It shows that he had a very strong character and a profound prejudice against Wakem.He was very obstinate.Chapter 29 Flood
The 1st subtitle: Despair 9)(After the father’s death, Maggie moved into the house of Mrs.Jakin because she could not bear her brother’s bitter silence, anger and disapproval.)How is it about Philip and Maggie?
Maggie had received one short, heartbroken letter from Philip and then had never been heard of him since.10)Why did the author use “Despair” as the subtitle of this part? What does it show?
Because of her dear father’s death and because of her brother’s bitter silence, anger and disapproval, it was not possible for her to remain at home.Philip whom she truly loved also left her.All these things drove her to
despair.There seemed for her no hope and no forgiveness in the future.She was nearly crushed.Besides the flood came, maybe it also gave a hint about the fate of her.Chapter 29 The 2nd subtitle: Alone on the flood Chapter 30 The waters of comfort The 1st subtitle: Darkness 11)What did she think of when she was alone on the flood?
In the first moments she thought of nothing.She seemed suddenly to have passed away from the life she had been dreading.But then she thought of the old home, Tom and her mother.Her whole soul was filled with the thought that they might be in danger and no one could help them.So she decided to find the way to her old home and save her mother and brother.Chapter 30 The 2nd subtitle: Half-light(The 1st paragraph gives us a very good description about Maggie’s psychological movement P111)
12)(P112 paragraph 2)What do you think of this paragraph?
It gives us a hint about Maggie’s fate.Chapter 30 The 3ird subtitle: `Here’s Maggie`(Maggie tried her best to have overcome all the difficulties and at last she reached her old home and got Tom in the boat.)Chapter 30 The last subtitle: `Magsie!`
13)(When they were on the wide water, Tom was face to face with Maggie.)How is it about their spiritual state, feelings and thought at that time?
Tom’s thought was busy although he could ask no question.From Maggie’s weary, beaten face, he could guess her hard experience which showed her love to him.Tom was deeply moved and called her “Magsie” with strong feeling.Maggie’s answer was only a long, deep sob of that mysterious, wonderful happiness which is so much like pain.That shows the reconciliation of the brother and sister in this presence of a great disaster.The love swept away all the effort of cruel misunderstanding.14)What do you think of the last paragraph of the book?
The author developed her imagination in this paragraph.The brother and sister actually died.But from the state of their death(Tom took Maggie in his arms), the author imagined they had gone down locked together, never to be parted, living through again in one perfect moment the days when they had held each other little hands in love, and wandered the flowery fields together.This imagination is very important to stress the main idea and express the theme of the novel.15)What’s the theme of the novel? The endless love of brother and sister.V.Homework 1.Reading Report
2.The Sign of Indra
Week 13 Contents: Unit 5 Procedures: I.Warm Up
Daily Report II.Reading Skills 1.P51.Context Clue to Word Meaning II 2.Additional Reading Skill: IIIB.1.Context Clues 2.Definition Clues III.Unit 5 Business: Section A 1.Word Pretest 2.Text: Levi Strauss & Company 3.Reading Comprehension 4.Analysis and Explanation on the Text(What does each paragraph tell us?)5.Make a Summary
In 1847, 17-year-old Levi Strauss came to America.At first he sold clothing and household goods door to door.Then he was in business on pants.At last he had his company.The company has operated in an enlightened manner.Levi’s jeans are very popular.But Levi’s still kept on adjusting its products, advertising and marketing approaches to meet the changing market forces.Today Levi’s is making efforts to target different age and racial groups.By creating new products with a well-known trademark, new designs and fabrics, and by improving its advertising and image, Levi Strauss is able to respond to its traditional customers and develop new markets.6.Topics for Discussion and Reflection(Activity): 1)Why do many people want to go into business for themselves rather than work for an already existing organization? What is the attraction? 2)To be a manager of a company, what are some of the qualities do you think he should have? 3)Do you want to be a leader in a small company or to be an employee in a well-established large company? 7.Vocabulary Building 1} Word Match 2} Suffix 8.Cloze IV.Homework 1.Section B 2.The Sign of Indra
Week 14 Content: Unit 6 Procedures: I.Warm Up
Daily Report II.Check Up Homework
Unit 5 Section B III.Time Reading(Supplementary Material)IV.Unit 6 Sports: Section A 1.Word Pretest
2.Text: Football Fans and Football Violence 3.Reading Comprehension 4.Analysis and Explanation on the Text 5.Summaries on the Two Parts Football fans
Brazil is the greatest football nation in the world.100 million Brazilians are football fans.There’re football matches on every street and beach.Television is busy on football matches.Brazil is not the richest country in the world, but the government spends huge sums of money on football.Football is more than a game in Brazil.When a football team wins, its funs dance and sing in the streets, even the production in factories increases.People are loyal to their football team because it brings joy and excitement to their life.Football violence
Football fans in Brazil don’t fight.However, in many other countries, it’s different.The violence occurs both on the field and off it.The difference between winning and losing a game can be great.So sometimes a fight starts among the players on both sides.Sometimes it starts among the football supporters watching the game and the away team supporters may attack the home fans.However this kind of violence is not new.It has a long history and it may trace to Roman times.6.Topics for Discussion and Reflection {Activity}: 1)Do you have any experience with football violence? Have you ever heard about it? Tell your classmates what you know about football violence and make comments on it.2)In order to win international championships, many countries spend a lot of money on sports.Is it worth it? Give your reasons for your opinion? 7.Vocabulary Building 1)Word Match 2)Suffix 8.Cloze V.Homework 1.Section B 2.The Sign of Indra 3.English Newspapers and Magazines
Week 15 Content: Unit 7 Procedures: I.Warm Up
Daily Report II.Check Up Homework
Unit 6 Section B III.Additional Reading Skills
VB.1.General/Specific Words and Phrases
VIB.1.General(Topic)and Specific(Detail)Sentences IV.Unit 7 Shyness: Section A 1.Word Pretest
2.Text: Overcome Shyness 3.Reading Comprehension 4.Analysis and Explanation on the Text 4 Parts Part 1: para.1
What kinds of people describe themselves as shy?
What’s the character of shy people and what do they usually think?
Part 2: para.2—3 In general, the way people think about themselves has a profound effect on all areas of their lives.Para.2 tells us that people who have a positive sense of self-worth or high self-esteem usually act with confidence.Para.3 tells us that shy people are likely to be passive and easily influenced by others.Part 3: para.4—the 8th step With the 8 specific helpful steps, you can build your self-confidence and overcome shyness.Part 4: the last para.The better we understand ourselves, the easier it becomes to realize our full potential.Let’s not allow shyness to block our chances for a rich life.5.Some New Words in the Text 6.Reading Skill Ex.P79-80 7.Topics for Discussion and Reflection(Activity): 1)What’s your opinion about shyness? 2)Are you shy people? 3)What disadvantages may shyness cause? Shyness is a week point of our character, it may stop our step to success.4)How would you help a good friend deal with his or her shyness? 8.Vocabulary Building 1)Word Match 2)Suffix V.Homework
1.Ex.s in the textbook: Cloze;Section B
2.The sign of Indra Week 16 Content: Unit 8 Procedures: I.Warm Up
Daily Report II.Check Up Homework
Unit 6 Cloze;Section B III.Time Reading(Supplementary Material)IV.Unit 8 Native Peoples: Section A 1.Word Pretest 2.Text: Native American Influences on Modern American Culture 3.Reading Comprehension 4.Analysis and Explanation on the Text Some questions leading Ss.to understand the text: 1)In para.1, the author proposed his argument.Do you know what is his argument?(para.1: the last 2 lines)2)In which para.s the author gives us reasons to support his argument?(para.2—5)3)The last para.is the conclusion.Do you know what is the author’s conclusion?(The 2nd sentence of the last para.)5.Main Idea of the Text:
The Indians have made many valuable contribution to American culture, particularly in the area of language, art, government and food.Modern Americans are truly indebted to the North American Indians for their contributions to their culture.Hopefully, the cultural exchange will one day prove to be equally positive for them.6.Topics for Discussion and Reflection(Activity): 1)How much do you know about the American Indians? Why are they called native Americans? 2)When two cultures encounter, cultural exchanges are inevitable.In its long history, China has encountered many foreign cultures.What are the cultural influences China has received from foreign cultures? Can you give some examples? 7.Vocabulary Building 1)Word Match 2)Suffix V.Homework 1.Ex.s in the textbook: Cloze;Section B.2.The Sign of Inra
Week 17 Content: Unit 9 Procedures: I.Warm Up
Daily Report II.Check Up Homework
Unit 8 Cloze;Section B III.Reading Skill: P101 Understanding Sentences 1.Complex Sentence Structure Ex.P104 R.S.2.Unfamiliar use of language Ex.Add.R.S.XB 3 Idioms IV.Unit 9 Bible Stories: Section A 1.Information related to the text Bible: The Bible, a collection of sacred books of Judaism and Christianity, is composed of two main parts: the Old Testament(旧约)and the New Testament(新约).The Old Testament was originally written in Hebrew and later it was translated into Greek and Latin.The Old Testament is traditionally divided into three parts: the Law(律法书和摩西五经)，the Prophets（先知书）and the Writing(圣录), Christianity regards the Old Testament as an accurate record of God’s dealings with His people in preparation for the coming of Jesus Christ, containing much New Testament teaching at its early stat of development.The New Testament, the part of the Bible concerned with the life and teachings of Jesus Christ and his earliest followers, comprises the four GOSPELS(四福音书: 马太福音、马可福音、路加福音、约翰福音), the ACTS of the APOSTLES(行徒使传), the EPISTLES(使徒书信)and the Book of REVELATION(启示录), the GOSPELS are named after Saint Matthew, Mark, Luke and John.The Bible has exerted an incalculable influence on the thought, attitudes, beliefs, art, science, and policies of Western society.Ever since its coming into being, there have been many versions and translations of the Bible.It has now been translated into more than 1’400 languages, and millions of copies are sold every year throughout the world.The Bible is not only a sacred book, it is also important literature and a source of literary inspiration.Many great poets, writers and painters created masterpieces based on the Bible and its stories, among which are Milton’s long poems “Paradise Lost” and “Paradise Regained”, and Leonardo da Vinci’s painting “The Last Supper”.2.Word Pretest 3.Text: The Story of Creation 4.Reading Comprehension 5.Analysis and explanation on the text Explain the para.s of the text one by one 6.Topics for discussion and reflection(Activity)1)How much do you know about the Bible? Besides the stories in this unit, have you read any other story from the Bible? Share your knowledge of the Bible with your classmates.(The Garden of Eden;Noah’s Ark;The last Supper;The Death of Jesus.Tell the story: The Garden of Eden)2)Do we Chinese people have a folk story about the creation of the world? Have you heard or read about other creation stories? Share what you know with your classmates.7.Vocabulary Building 1)Word Match 2)Suffix V.Homework 1.Ex.s in the textbook: Cloze;Section B 2.The sign of Indra
Week 18 Content: Unit 10 Procedures: I.Warm Up
Daily Report II.Check Up Homework
Unit 9: Cloze;Section B III.Time Reading(Supplementary Material)IV.Unit 10 Festivals and Holidays(Section A)1.Word Pretest 2.Text: Christmas 3.Reading Comprehension 4.Analysis and Explanation on the Text 3 Parts Part 1: para.1—3 Significance, time and character of Christmas Part 2: Para.4—7 How the people of the world celebrate Christmas.Part 3: last para.Christmas has not always been remembered with happiness and good cheer.But today “joy to the world” marks the spirit of Christmas nearly everywhere in the world.5.A Summary of the Text
Christmas is a Christian festival celebrated in memory of the birth of Jesus Christ.The name derives from the Old English Chrites Mœsse, or Christ’s Mass, and the present spelling probably came into use about the 16th century.Nearly all Christian churches observe the birth of Christ on December 25.This date was not set in the West until about the middle of the 4th century and in the East until about a century later.Almost from the first, most Christians have regarded Christmas as both a holy day and a holiday.For Christ’s birth brought a new spirit of joy into the world.Christmas customs vary in different lands, such as in Germany, Europe, Asia and America, etc.The custom of Christmas tree was firstly begun by Martin Luther in Germany.The beloved image of Santa Claus as a fat, jolly, bearded old man derives from St.Nicholas, a fourth century Christian bishop of Asia Minor, who was noted for his good works.5.P117 Glossary 6.Topics for Discussion and Reflection(Activity): 1)Some holidays and festivals celebrated in the Western countries or China are listed in the glossary.Do you know on which day is each of them celebrated? What do people do on that particular day? 2)In what way is Christmas similar to(different from)the Chinese Spring Festival? 7.Vocabulary Building 1)Word Match 2)Suffix V.Homework 1.Ex.s in the Textbook: Cloze;Section B 2.English newspapers and Magazines
Week 19 Content: Reading Skills and Speed Readings Procedures: I.Warm Up
Daily Report II.Check Up Homework
Unit 10: Cloze;Section B III.Additional Learning about Skills and Words 1.Skills: VIIB 1.Main Idea(A)IXB 1.Supporting Details XB 1.Fact/Opinion 2.Determining Point of View 2.Words:
VIIB 2.Exact Words 3.Word Analogy
IXB 2.Word Meaning IV.Speed Readings(Supplementary Materials)V.Something about Examination VI.Homework
Preparation for Examination.
专业英语课程 篇2
关键词：传统教法,课程目标,教法改革,观念转变
高校英语专业写作课程一直以来都肩负着培养学生英语“听说读写”四个基本能力中“写”的能力的重任。写作能力可以看做是“听说读”能力综合的产物, 因此对学生的英语素养要求高, 对教师的授课水平也是一种考验。跟其他专业课相比较, 写作课容易出现教师教学任务量大, 学生课上练习量大, 教学效果不明显和学生厌学现象严重等问题。传统的课堂教学以教师讲授写作技巧为主, 学生练习的内容多是命题作文。讲多练少以及练习内容的局限性往往不利于培养高职学生的实际应用能力, 导致学生在工作岗位上不能将英语作为一门工具而熟练使用。随着社会的发展, 用人单位越来越强调高职院校学生的实际应用能力, 要求高职学生能够做到用人单位“零培训”, 工作岗位“零过渡”。因此, 改变传统教学方式和培养理念迫在眉睫。如何做到课堂和岗位的衔接, 知识和能力的统一是每个教育实践者应思考的问题。
一、高职英语写作课教改探究
1.以培养学生文字应用能力为教学目标。高职教育区别于本科教育的一大特色是以市场需求为导向, 使学生具备较高的职业技能。英语写作课程应该以培养学生实际应用文写作能力为目标, 培养学生用英文熟练处理各种公务商务文件的能力。因此, 教师在授课时应加强应用文的训练, 尤其是加强对公务性质和商务性质的应用文案例讲解, 使学生明确学习的目的, 做到有的放矢。
2.以学生技能训练和课程实训为教学内容。高职写作课在教学内容的确定上要侧重实训, 在教师讲授写作技巧和应用文写作规范后安排大量的课时进行训练。选择相关的公务文件和商务文件进行模拟强化, 制作实训专题, 借鉴案例教学的模式进行授课。下表是笔者在实际教学过程中以高职旅游英语教学为例整理的专题教学内容。
在授课过程中, 教师根据实训内容设置情境, 给学生以图片或实物的形式展示任务原型, 让学生在任务原型的基础上结合教师设置的情景进行模拟写作练习。这些案例紧紧贴近社会生活, 与学生将来所从事的岗位相关性强, 因此学生的学习兴趣得到调动, 学习效果明显加强。
3.以学生为中心, 采用形式多样的教学方法。随着社会的发展, 高职英语教学“学不致用”的问题越来越凸显。教育工作者对英语教学理论的研究也从如何教转换为如何学。以学生为中心已经成为高职教育的核心理念。根据高职英语教育的实用性原则, 教师应从主导者变为引导者, 把课堂还给学生, 把从对知识的传授过渡到研究如何激发学生学习兴趣上来, 让学生能够体会到学习的趣味性和重要性。
(1) 情景教学法。为了提高学生的参与度和学习热情, 使学生能够真正融入进课堂, 采用Jean Vience的“模仿真实情景法” (real-life-like assignment) 。以涉外旅行社专题为例, 将班级分组, 每组成员同属一个旅行社, 每组下设旅行社经理, 宣传, 前台接待, 导游, 游客等职位和身份, 学生根据身份设定自行安排情景, 用简短对话的方式明确自己的职责后开始相关应用文的写作练习。如:
1) A旅行社的前台接待一名游客咨询, 前台需要写一份简介介绍旅行社情况使游客满意。游客可以咨询多家旅行社择优选择, 这就需要各小组成员通力合作使自己所在小组的简介脱颖而出。
2) B旅行社遭到了游客投诉, 小组需商讨解决对策, 针对游客的投诉信进行答复。
3) 优秀导游评选, A, B两家旅行社进行竞争。两个小组组员需要各自组内通力合作写出一篇导游词。
因为每个学生都参与其中, 在写作中更能全面理解应用文产生的原因和写作的目的, 写起来更得心应手。
(2) 讨论式教学。学生经过分组和角色扮演后进行写作练习, 教师可以组织学生进行同类文体的讨论。以旅游英语写作导游词为例。扮演导游角色的学生在充分认识到导游在涉外旅行社的作用后根据自创情景开始编写导游词。任务完成后各组编写导游词的学生进行讨论。学生可以参照教师给出的导游词模板进行自测和讨论, 也可以请教师加入组内讨论。发现问题后及时进行修改并在班级开展模拟导游讲解, 最后评出优秀导游。讨论式教学利于活跃课堂气氛, 使学生最大程度地参与课堂教学, 增进学生和教师间的沟通, 达到寓学于乐的目的。
(3) 优秀纪录片, 专题片进课堂。在传统教学模式下, 写作课上教师讲授学生练习的方式会让教师和学生感到枯燥乏味, 学习效果欠佳。在现代教学技术的帮助下, 教师可以使写作课堂变得内容丰富, 形式多样。教师可以为学生准备多部优秀的纪录片和专题片, 有针对性的训练学生的写作能力。如在讲旅游英语导游词写作时, 教师可以给学生播放英文原版的旅游专题片, 伴着美丽的风景和优美的画面, 学生可以一边欣赏世界各地的奇异景观, 一边学习英文导游词的写作方法。教师也可以截取难易适中的片段, 让学生学习背诵片中的导游词, 另外在班级里进行配音比赛和模拟讲解。高科技多媒体的使用极大的调动了学生的感官, 使教学内容生动形象, 同时学生的听说能力也得到了提升, 在实际教学中效果非常显著。
4.教师教育观念的转变。英语写作课是一门结合学生英语听说读写综合能力的课程, 对教师有着极高的能力要求。高质量的外语教学离不开高水平的教师, 而高水平的教师不但指教育教学技能水平高, 其教育观念也应与时俱进。教师的自我发展是教学理论学习、社会实践、教学实践 (并在实践中尝试教改) 、教学研究这几方面交织进行的过程。没有先进的教育观念做支撑, 教师在教学中最终会陷入“固步自封”的境地。每一个高职院校的教育工作者都应该多去进行社会实践, 了解社会需求, 去其他高校其他国家地区进行学术交流, 改变教师主导的教学观念, 有效开展教学内容和课堂组织形式的改革, 对教学改革的结果作出科学的研究分析和总结用于指导课堂教学。
二、结语
随着经济的发展, 社会对高技能复合型英语人才的要求不断提高, 高职英语专业英语写作的教学和改革迫在眉睫。如何转变教师观念, 转变课堂授课形式, 使学生成为课堂的中心是摆在高职英语教师面前的新课题。在教学和改革的过程中, 高职英语写作课教师应不断转变教育观念, 加强理论和实践研究, 深入到社会和企业中来, 为用人单位培养合格的毕业生, 使学生在社会竞争中成为有用之人, 可造之材。
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专业英语课程 篇3
［关键词］高级英语 教学目标 教材特点 方法和途径
［作者简介］吴金珠（1963- ），女，河南温县人，安阳师范学院外国语学院，副教授，研究方向为英语语言与应用。（河南 安阳455000）
［中图分类号］G642.0［文献标识码］A［文章编号］1004-3985（2009）24-0133-02
“高级英语”课程是英语专业学生一门很重要的课程，它既是基础阅读课（精读、泛读）的延伸，又为专业理论课（语言学、词汇学等）积累了丰富的素材；是针对已掌握英语基础知识的进入高年级的英语专业学生深入语言学习所开设的课程。然而，“高级英语”课作为英语专业必修课，其教学现状并不乐观，教师的教学方法和学生的学习态度都有待于提高和改进。针对“高级英语”课程的特点以及课堂教学所存在的问题，我们从“高级英语”课程的教学目标、教材特点等方面探索“高级英语”课程课堂教学的可行方法和途径。
一、“高级英语”课程的教学目标
许多高校英语专业本科高年级学生使用的教材都是张汉熙主编的《高级英语》（以下简称《高级英语》），该教材融语言、文化和知识于一体，重素质与能力的培养，在课堂教学上有利于以学生为中心开展各种活动。“高级英语”课程的教学目标是：（1）语篇全部选自原文，课文内容及题材多样，以便学生接触不同的文体，吸收较广泛的知识；（2）让学生在理解全文的基础上，掌握一些关键语言点及特殊句式，练习用英语解释一些难句；（3）让学生欣赏语篇写作风格和修辞手法；（4）在提高学生英语知识水平和英语能力的过程中全面提高学生的内在素质，培养他们的创新能力。
二、“高级英语”课程的教材特点
《高级英语》教材，历时多年，几经改版，受到了广大学生和教师的广泛欢迎。《高级英语》是针对已掌握英语基础知识的高年级英语专业学生深入英语语言学习所设计的教材，其目的：一是培养高年级学生的综合语言能力，即有关英语文体类型、谋篇策略、修辞手段、阅读技巧等方面的基本知识，以及批判性阅读和欣赏性阅读的能力；二是培养学生的专业素质和教师职业素质，从而使教学投入获得应有的产出。
《高级英语》教材语篇选自英语原文且长短不一，每课课文后附有作家介绍、历史背景、有关典故及一般学生使用的词典中难以查到的语言现象及文化背景。练习部分包括：（1）内容理解：问题、释义、课文片断翻译；（2）词汇练习：构词、同义词、填空、造句、翻译等；（3）修辞方法：课文欣赏、写作技巧等；（4）口笔头练习：根据课文中出现的语言现象灵活运用所学内容。该教材课文的编写全部出自英美等国的刊物和杂志，有时代感，有较高的修辞及写作水平，有较高雅的语言内涵，有现代科学、技术、人文等信息的渗透，教材内容涉及天文、地理、历史、哲学、物理学、化学、电子学、气象学等多种学科的基本概念与相关信息。通过该教材的学习使学生掌握字词句的用法，更具有一定的“美感”，提高对修辞手段的敏锐性和辨别力，以及了解英语国家的文化特点和社会特征，掌握英语写作的基本理论与基本要求，从而使学生的阅读过程更加条理化、篇章化，写作实践更加符合英语语言习惯。
三、“高级英语”课程课堂教学的方法和途径
1.采用语篇教学，揭示文章的中心思想与内涵。采用语篇教学可以使学生不拘泥于词汇和句子的层面，而把着眼点放在语篇的总体内容上。教师应注意帮助学生理解词汇和分句的选择，以及课文中出现的修辞手法；揭示文章的中心思想与内涵，通过认真梳理教材文化语境进一步扩大学生的语言文化视野，从而使学生的阅读与写作水平以及分析文本、体悟文本思想文化内涵的能力产生质的飞跃；培养学生获取完整信息的能力和分析、归纳、推理的能力，从而培养其语篇鉴赏能力。教师要通过对该教材文化语境、修辞手法、篇章衔接、语言特点等方面的全方位研究，进一步深入挖掘教材，正确把握课文的文体特点。
2.系统地讲授有关英语文体类型、谋篇策略、修辞手段、语言与阅读技巧等方面的基本知识，培养学生批判性阅读和欣赏性阅读的能力。（1）英语文体类型方面。《高级英语》语篇文体类型包含记叙文、描写文、说明文、演说词等。例如：第一册第四课课文，作者Alice Walker继承了黑人文学的传统，以讲故事的形式展开全文。因此，她在Everyday Use for Your Grandma中使用了大量的短句、省略句以及其他修辞手法，从而丰富了文章的内涵并生动形象地展现了黑人妇女形象。（2）谋篇策略方面。《高级英语》在地理结构上涉及面非常广泛。如除了英美国家，它还涉及加拿大、日本以及中东一些国家的历史、经济等。（3）语言技巧与修辞手段方面。例如：第一册第五课Speech on Hitler's Invasion of the U.S.S.R。丘吉尔在演说开始就用简明扼要的语言交代清楚其演讲的意图和主题，在其演说主体的结构模式中，使用了虚拟语气、倒装句、反问句、定语从句、同位语从句等一些复杂的句子结构。同时在修辞方面，丘吉尔使用了对仗、头韵、排比、重复、倒装等修辞手法，加强了语言的力度及感染力。这种句式上的安排常用于较为正规、严肃和庄重的场合。
3.精心设计课堂教学活动，致力于培养学生的专业素质和教师职业素质，从而使教学投入获得应有的产出。英语教学的实质就是交际。作为一种教学活动，“高级英语”教学也必须遵循这个原则，构建一个系统合理的教学模式。（1）确立目的，即明确此教学步骤应该达到怎样的教学水平。论证每一种活动的目的是活动设计的理论基础，也是检验活动功能性的标准。（2）提出设想，设想包括达到目的所使用的方法。（3）严密的组织工作，确保活动能达到预期的目的。（4）教学评估。评估的目的是检验教学效果，获取反馈信息。通过对从事英语教育的毕业生和用人单位等分别进行有针对性的调查，并结合新时期英语课程标准的要求，了解英语专业“高级英语”课教学的现状，有助于教师认识课堂上哪些条件能促进学生掌握语言，哪些课堂行为具有积极作用。一方面教师要找到适合于英语专业学生英语现状的教学方法；另一方面要提高英语专业学生的英语综合素质，培养学生的语言能力和创造力，使学生在轻松愉快的气氛中把语言知识和语言能力结合起来，把个人体验与语言学习结合起来，从而使语言能力和综合素质都得以提高。
4.充分利用多媒体资源，实现课堂最优化。由于“高级英语”课程信息量非常大，用普通的教室无法把这些信息全部展现给学生，因此应大量使用先进的信息技术，利用幻灯、投影仪、电影、广播、电视、计算机等先进设备进行教学活动。教师只有学会驾驭这些先进的教学手段，才能在教学过程中得心应手地开展各种教学活动，优化第一课堂。新的教学模式应以现代信息技术，特别是网络技术为支撑，使英语教学不受时间和地域的限制，朝着个性化学习、主动式学习方向发展。只有加强教学基础设施和数字化校园建设，拥有足够数量的多媒体教室、网络语言实验室等现代化多功能教室，建立先进的网络教学平台，实现高质量的教学资源、信息资源和智力资源的共享与传播，促进高水平的师生互动，才能为创新人才的培养提供有力的保证。
本文结合英语教学实践，试图找到适合于当今“高级英语”教学现状的新颖有效的教学方法，从而改变传统的教学模式，达到新大纲提出的培养学生英语交际能力的目标，全面提高学生的综合素质和“高级英语”教学质量。
［参考文献］
［1］张汉熙.高级英语［M］.北京：外语教学与研究出版社，2008.
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生物专业英语 课程论文 篇4
材料与化工学院生物工程系
【摘要】干细胞是一类具有自我更新和多向分化潜能的细胞群体。近年来干细胞的应用几乎涉及到所有生命科学和生物医学领域。本文概述了干细胞的生物学特性，并综述了干细胞的可塑性、分离培养及其在基础研究及临床上的应用的研究进展。最后，展望了今后研究的方向。
【关键词】干细胞；生物学特性；可塑性；分离培养；应用
干细胞（stem cells）是一类具有自我更新、高度增殖和多向分化潜能的细胞群体，即这些细胞可以通过细胞分裂维持自身细胞群的大小，同时又可以进一步分化成为各种不同的组织细胞，从而医学界称之为“万用细胞”。1981年英国的Evans和Kaufman用延缓着床的胚泡首次成功地分离了小鼠胚胎干细胞,从而在全球掀起了有关干细胞的研究热潮。1997年2月英国苏格兰罗斯林研究所威尔穆特博士等成功克隆出“多利”绵羊，1998年11月,美国Thomson和Gearhart分别用不同的方法获得人胚胎干细胞及胚胎生殖细胞,此后,干细胞的研究便进入了一个全新的时代。1999年，有关干细胞的研究被Science评为1999十大科学进展之首。2000年12月干细胞研究再次被《科学》杂志评为该世界十大科学成就之一。下面就近几年来干细胞的研究进展综述如下。
1.干细胞的生物学特性
根据干细胞的发育阶段，可将其分为胚胎干细胞（Embryonic Stem Cell,ES）和成体干细胞（Adult Stem Cell，AS）。胚胎干细胞即具有分化为机体任何一种组织器官潜能的细胞,包括胚胎干细胞、胚胎生殖细胞（Embryonic Germ Cell，EG）。成体干细胞即具有自我更新能力,但通常只能分化为相应组织器官组成的“专业”细胞,它是存在于成熟个体各种组织器官中的干细胞,包括神经干细胞（Neural Stem Ce11，NSC）、血液干细胞（Hematopoietic Stem Cell，HSC）、骨髓间充质干细胞（Mesenchymal Stem Cell，MSC）、表皮干细胞（EPidexmis Stem Cell）、肝干细胞（Hepatic Stem Cell）等。
1.1胚胎干细胞的生物学特性
胚胎干细胞最早是直接从小鼠早期胚胎分离建系的,它们具有其自身的生物学特性。与其他细胞系相比较, 胚胎干细胞的特点在于:（1）具有不断增殖分化的能力，所以，在体外培养条件下可以建立稳定的干细胞系，并保持高度未分化状态和发育潜能性。1999年Soiter等利用这个特性将ES/EBs及其分化细胞作为有关药物的针对筛选系统,进行药物毒性检测实验。（2）具有高度的发育潜能和分化潜能。体内外可分化出外、中、内三个胚层的分化细胞，可以诱导分化为成体细胞内各种类型的组织细胞。胚胎干细胞含有正常二倍染色体，具有种系传递功能,能广泛参与宿主胚胎各组织器官的生长发育,并形成包括生殖系在内的合体后代生殖细胞。（3）能进行体外培养扩增,还可以对其进行遗传操作选择, 如导入异源基因、报告基因或标志基因，诱导某个基因突变等。扩增、遗传操作及冻存均不丧失其多能性。冻存的细胞可在需要时随时解冻,继续培养不失其原有特性。
1.2成体干细胞的生物学特征
干细胞在分化为特化细胞之前常产生一种或几种祖细胞，然后由祖细胞分化产生特化细胞。与胚胎干细胞相比较，成体干细胞有以下几个特点：(1)成体干细胞体积小，细胞器稀少，RNA含量较低，在增殖过程中处于相对静止状态，在组织结构中位置相对固定。(2)成体干细胞数量很少，其基本功能是参与组织更新，创伤修复及维持机体内环境稳定。研究结果表明，即使在含量丰富的骨髓中，每10，000～15，000个骨髓细胞中只有一个造血干细胞［1］，人和动物皮肤中的干细胞含量仅为7%～8％［2］。(3)成体干细胞常处于一个有干细胞细胞基质，对干细胞的增殖和分化起调控作用的各种信号分子的特定微环境或称生物位（nich）中，干细胞是自我复制还是分化为功能细胞取决于所在的微环境和自身的功能状态。
(4)成体干细胞没有确定的来源。有科学家推测，成体干细胞是胚胎发育过程中保存下来的未分化的细胞［1］，这揭示成体干细胞与胚胎干细胞可能会有更多的相似性与同源性。
2.干细胞的可塑性
干细胞的可塑性主要是指成体干细胞的可塑性。人们把成体干细胞具有分化为其他类型组织细胞的能力的这种现象称为干细胞的可塑性（plasticity），横向分化（transdifferentiation）或转决定（transdetermination）［3］。
1995年，Pereira等证明，小鼠骨髓细胞在体外培养后具有向骨、软骨和肺基质转化的能力。1999年,Bjornson等将胚胎和成年小鼠神经干细胞,以及在体外克隆的神经干细胞移植给亚致死剂量照射的小本论鼠,结果证明神经干细胞可转化为造血细胞。同年Jackson等用 Hoechst333422-lowSP纯化的小鼠造血干细胞进一步证明它可迁移到肌肉损伤部位,在参与肌肉再生的同时也参与血管的再生。2002年Vescovi 等报道神经干细胞除有向神经元、星形细胞与少突胶质细胞分化能力以外,还可分化为造血细胞谱系。
肝干细胞也是干细胞可塑性的主要可靠证据之一。2000年Alison等和Lagasse等分别报道HSC可在体内分化成肝细胞。2001年Shen等在骨髓移植的试验中发现,肝脏干细胞能表达供体造血细胞的遗传标志。
这一系列的证据表明干细胞存在可塑性。然而，近几年来，部分研究学者对干细胞的可塑性提出了不同的看法:(1)细胞自发融合导致“可塑性”。英国科学家2002年,Ying等的研究结果表明, 胚胎干细胞在体外与神经或HSC共同培养时,能自发地发生神经或HSC与胚胎干细胞之间的融合,诱导NSC或HSC“横向分化”为胚胎样干细胞,然后展现出胚胎干细胞的表型特征与相应功能。同年美国科学家Terada等用充分的证据证明,骨髓细胞的多向分化是因为与胚胎干细胞融合所致,而不是骨髓细胞直接横向分化的结果。这两者的研究结果都表明，是由于发生了细胞融合，使所谓的成年组织干细胞具有了“可塑性”潜能。(2)成体干细胞的横向分化是成体组织中余存的胚胎原始干细胞所致。2002年Jiang等的研究结果证实,在成体组织中余存着一种数量稀少的胚胎样原始干细胞,表达胚胎干细胞的标志如Oct-
4、Rex-1及SSEA-1,体外培养条件也类似于胚胎干细胞,所谓的成体组织干细胞的“可塑性”很可能是这些细胞所为。(3)2002年，在Science和Nature上连续刊发的几篇文章指出，成体干细胞可塑性可能是实验设计不严谨，判断错误所致，认为所谓的成体干细胞可塑性缺乏科学依据。
3.干细胞的分离培养
由于干细胞的数目很少，因此需要在体外对干细胞进行非分化性增殖。干细胞的分离培养的理论基础是其生物学特征，包括形态和结构特征及其生物学表型。干细胞的分离培养实验主要是建立在老鼠的实验上，早在二十世纪七八十年代就已从小鼠中分离出胚胎干细胞并在体外进行培养成功。近年来，国内在这方面的研究也取得了一定的进展，主要是在神经干细胞等成体干细胞的研究上。2002年陈雷等［4］应用无血清培养技术从胎鼠脊髓分离到的神经系统的干细胞具有不断分裂增殖的能力, 可被神经干细胞特异性抗体所标记, 并在血清条件下分裂为神经系统多种细胞。2004年冯玉萍等［5］用胰酶消化加机械吹打分离大鼠大脑皮质及皮质下组织,之后用悬浮培养法、有限稀释法获得来源于同一细胞的亚细胞系克隆;2005年肖美玲等［6］用同样的方法分离新生昆明种小鼠(出生24 h 内)的大脑组织，利用无血清培养基悬浮培养细胞,获得具有自我增殖能力的细胞克隆,两者经用免疫细胞化学法鉴定为神经干细胞。
虽然老鼠的干细胞体外培养实验已经取得了可喜的进展，但人的干细胞的体外培养直到1995年,Thomson等从恒河猴的囊胚中分离,建立了第一个灵长类动物的胚胎干细胞株后，才获得成功并得到迅速的发展。1998年,Thomson和Gearhart分别用胚胎干细胞和胚胎生殖细胞建立了人的胚胎干细胞系,在体细胞与生殖细胞间架起了桥梁,为研究胚胎干细胞的发育,在体外培养人体细胞和组织,利用ES细胞治疗疾病提供了广阔的发展前景。在报道分离了人的胚胎干细胞这一重大成果后不久,美国Advance Cell Technology(ACT, Worcester, M)的研究者宣称,他们通过使人的皮肤细胞和牛的卵细胞杂交,培育出了人的胚胎干细胞。所用的方法与克隆实验中采用的方法相似,基本上是对人的细胞重新编程并使其回到它最初的原始状态。该发现可能导致许多新方法的产生,如通过移植和细胞治疗来医治疾病。2002年李巍等［7］采用无血清培养技术, 成功地分离培养了人胚胎大脑皮层神经干细胞，且能被诱导分化成神经元和神经胶质细胞。经传12代后仍具干细胞特性。2004年王共先等［8］以器官捐献者的正常前列腺为研究对象,利用免疫磁珠细胞成功从前列腺基底细胞中分离前列腺干细胞。同年汪泱等［9］和罗树伟等［10］均成功分离培养了人胚脑神经干细胞，并进行进一步的检测和研究。
4.干细胞的应用
胚胎干细胞是细胞的源头,具有多能或全能性,并能够无限分化,能够制造机体需要的全部细胞,因此在医学和生物学上具有巨大潜力,应用前景广阔。但它存在着移植免疫排斥的限制和伦理学方面的困扰, 而成体干细胞只能在体外有限扩增,多系分化效力低,通过体外的扩增培养虽能够提高转化效率, 然而体外转化是否会引起干细胞遗传特性的改变尚不清楚。但这类干细胞存在于宿主体内,可直接从患者自身获得,故无移植免疫排斥的限制也无伦理学方面的困扰,因此胚胎干细胞和成体干细胞的研究对生命科学领域而言,都具有极重要的意义。
4.1为发育生物学研究提供良好的体外模型系统哺乳动物胚胎体积较小，而且在子宫内进行发育，因此很难在动物体内连续动态地研究其早期胚胎发育、细胞组织分化及基因表达调控，而来源于胚胎的胚胎干细胞具有发育全能性、可操作性及无限扩增的特性，因此胚胎干细胞提供了在细胞和分子水平上研究个体发育过程中极早期事件的良好材料和方法。随着分子生物学的发展，通过比较胚胎干细胞不同发育阶段的干细胞和分化细胞的基因转录和表达，可确定胚胎发育及细胞分化的分子机制、发现新基因。结合基因打靶技术，可发现不同基因在生命活动中的功能等。
4.2在医学上的应用理论上讲，干细胞可以用于临床细胞移植治疗各种疾病和构建人工组织或器官，其最适合的疾病主要是组织坏死性疾病如缺血引起的心肌坏死、肿瘤，退行
性病变如帕金森综合征，自体免疫性疾病如胰岛素依赖型糖尿病等。应用干细胞治疗疾病较传统方法具有很多优点：低毒性或无毒性，一次药有效；不需要完全了解疾病发病的确切机理；不存在传播疾病的风险：还可能应用自身干细胞移植，避免产生免疫排斥反应。
1999年Horwitz等［11］用骨髓间充质干细胞（BMSC）治疗遗传性骨缺陷病，并取得了一定效果。2004年9月，意大利一名5岁、患有地中海贫血症的男孩卢卡，科学家通过从其弟弟的胎盘血中提取干细胞移植到卢卡身上，使其战胜病魔，完全治愈。
4.3生产克隆动物的高效材料胚胎干细胞是动物克隆的优良核供体。胚胎干细胞可以无限传代和增殖而不失去其基因型和表现型,以其作为核供体进行核移植后在短期内可获得大量基因型和表现型完全相同的个体。胚胎干细胞与胚胎嵌合生产克隆动物可解决哺乳动物远缘杂交的困难问题。另外,由于体细胞克隆动物存在成功率低、早衰、易缺陷易突变等问题，且多是致命的,使胚胎干细胞的克隆研究仍十分重要。1999年Wakayaama等［12］用长期传代的小鼠胚胎干细胞克隆出31只小鼠，14只存活，存活率比体细胞克隆高。
5.问题与展望
近年来,随着生物细胞实验技术及分子生物学的发展,干细胞研究领域取得了突破性进展,某些方面已有初步的临床应用。但是目前干细胞的研究尚处于初期阶段，许多理论问题亟待解决：（1）干细胞的许多机制还没完全清楚，比如在干细胞可塑性机理的研究上还存在着分歧。如何使干细胞在体外大量扩增,并诱导其分化是干细胞在医学临床上应用的关键。
（2）干细胞如何到达不同的靶目标，并分化为正确的细胞类型及正确的细胞数量、比例以及在正确的位置与正确的靶组织建立正确的联系而无任何错误连接等。（3）干细胞移植的安全性问题:胚胎干细胞移植时会发生不适宜的分化,产生免疫排斥作用，但成体干细胞则没有这个问题，其主要的机理还没完全明白，因此干细胞在临床应用前需要进行全面的评估。
相信随着细胞分子生物学技术的应用,不久的将来干细胞许多相关机制将被逐渐阐明，人类将有可能人为地控制影响干细胞分化的各项因素，但我们也应该清楚的认识到，仍有许多悬而未决的问题，干细胞的临床应用还有很长的路要走。干细胞用于治疗许多疑难症状在动物实验已经取得了可喜的成就，如果经人体临床试验成功，其潜在的效益将溢现出来，造福人类。
目前，我国在干细胞研究上相对落后，国家已经重视干细胞的研究，将干细胞的研究列入973项目，并成立了干细胞研究所，加强干细胞的基础知识与临床应用方面的研究，这将使我国在此领域的理论和实践应用上得到更大的发展，在世界上占有一席之地。
参考文献
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英语专业中英文课程描述 篇5
Course Description for the Specialty of English1、基本信息
姓名：
学号：
学院：
专业
I.Basic information
Name:
Students No.:
College: Department of foreign languages
Specialty: English(Orientation to international trade)
2、教学安排
修业年限：4年（2009.9——2013.7）
拟授学位：文学学士
教学计划：公共基础课15.5学分，专业课23 学分，实践必修课 8.5
学分，选修课2.5学分 共 49.5学分
II.Teaching arrangements
Duration of studying: Four years(From September 2009 to July 2013)Academic degree to be conferred: Bachelor’s degree of arts
Teaching plan: The required credits have totaled 49.5, in which 15.5 credits
are for public elementary courses;23 credits for specialized courses;8.5 credits for practical obligatory courses;2.5 credits for optional courses.3、2009.9-2010.7已修课程描述
III.Description of the courses which have been completed from September 2009
to July 20101、基础英语Fundamental English（6学分）
本课程是面向英语专业学生的必修课。它的总体目标是为学生打好语言基础、优化学习方法、增加文化积累、拓展逻辑思维能力，为其毕业后事业的发展提供有力的支持。本课程系统传授基础知识（常用词汇、实用方法、篇章结构、语言功能等），进行全面的基本技能训练，注重全球经济环境下交际能力的培养，使学生的听、说、读、写的能力得到有效的提高。
1.Fundamental English(6 Credits)
The course is an obligatory course orientated to the students majoring in English.Its overall target is to supply strong support for the students’ career development after graduation by laying a good language foundation, optimizing the studying methods, increasing cultural accumulation and developing the ability of logic thinking.Through the course, the students have been taught fundamental knowledge(Common vocabulary, practical methods,1
text structure, language function and so on)in a systematic way and accepted the overall trainings of basic skills.More attention has been paid to the cultivation of communicative ability under the environment of global economy so as to effectively improve the abilities of the students in listening, speaking, reading and writing.2、英语听力 Listening Comprehension（2学分）
本课程是面向英语专业学生的必修课。采用国外先进的语言教学软件，利用多媒体设备以学生自学为主、教师指导为辅的形式，强化训练英语的听力技能及其它相关技能，为口语等专业课程学习打下坚实的基础。
2.Listening Comprehension(2 credits)
The course is an obligatory course orientated to the students majoring in English.By adopting foreign advanced language teaching software, making use of multi-media equipment, relying mainly on the students’ self-study while teacher’s guidance is only subsidiary, intensifying the training of English listening skills and other relevant skills so as to lay a solid foundation for the students to learn the specialized courses including oral language..3、英语泛读Extensive English Reading（2学分）
本课程是面向英语专业学生的必修课。本课程通过全面系统的阅读训练，使学生掌握细读、略读、寻读等方法，培养假设能力、分析归纳、推理检验等逻辑思维能力，提高阅读速度和理解力，增强英语国家文化背景知识，提高语言鉴赏能力。
3.Extensive English Reading(2 credits)
The course is an obligatory course orientated to the students majoring in English.Through overall and systematic reading training offered in the course, the students can master the methods including intensive reading, skimming and scanning, cultivate their logic thinking abilities such as assumption ability, induction analysis and reasoning inspection, improve their reading speed and understanding, enhance their background and culture knowledge about English-speaking countries and improve their ability of language appreciation.4、英语口语 Oral English（2学分）
本课程是英语专业学生必修课。旨在训练学生的语音、语调口语会话能力等基本语言技能，培养和提高学生跨文化交际能力，包括语言能力、语用能力、交际策略能力和对文化差异的敏感性、宽容性和进行灵活处理的能力。使学生能用英语传递信息、建立和维持社会关系。学生通过第一学年课程的学习和训练，应能对一般日常生活和某些话题进行简单会话和讨论。
4.Oral English(2 credits)
The course is an obligatory course for the students majoring in English.It aims at training the students in basic language skills such as phonetics, tone and oral conversation ability, cultivating and improving the students in cross-cultural communication ability, including language ability, pragmatic ability, communicative strategic ability, sensitiveness to cultural difference and tolerance as well as the ability to flexible treatment so that the students can pass on the information in English, establish and maintain a kind of social relationship.The student can conduct simple conversations and dialogues with respect to common daily life and other issues through the studying and training of the 1st academic year.5、文科数学 Mathematics(Arts)（3学分）
讲授微积分的基本知识。内容包括：定积分、定积分的应用，多元函数微分学、无穷级数的敛散性、常微分方程及上述知识在经济学中的应用习。通过教学逐步提高学生分析问题和解决实际问题的能力，为继续学习专业知识和继续深造做好充分的准备。
5.Mathematics(Arts)(3 credits)
The course has taught fundamental knowledge about infinitesimal calculus, including definite integral and its application, multivariate function, differential calculus, the convergence of infinite series，ordinary differential equation as well as the application of the above-mentioned knowledge in economics.Through teaching, the students can gradually improve their abilities in analyzing problems and solving practical problems so as to make sufficient preparation for further studying.6、毛泽东思想和中国特色社会主义理论体系概论An Introduction to Mao’s Thoughts & Socialism with Chinese Characteristics（4学分）本课程是面向所有专业本科生的基础课程。该门课程主要介绍马克思主义中国化的历史进程及其理论成果，主要包括毛泽东思想和中国特色社会主义理论体系两大理论成果。介绍理论成果的形成背景、主要内容及其对实践的指导作用。
6.An Introduction to Mao’s Thoughts & Socialism with Chinese Characteristics(4 credits)
The course is an elementary course oriented to the undergraduate of the specialties.The course mainly introduces the historical process of the Marxism with Chinese characteristics and its theoretical achievement.It mainly includes two theoretical achievements, that is, Mao Zedong Thoughts and the theoretical system of Socialism with Chinese characteristics.It introduces the background of the theoretical achievements, formation, main contents and their guiding role in practices.7、思想品德修养与法律基础 Fundamental Morality & Laws（2学分）本课程是根据《中共中央宣传部教育部关于进一步加强和改进高等学校思想政治理论课的意见》设置的一门新课，以马克思列宁主义、毛泽东思想、邓小平理论、“三个代表”重要思想和科学发展观为指导，对大学生进行思想道德教育和社会主义法制教育的一门思想政治理论课。通过学习，使学生了解我国社会主义宪法和有关法律基础知识，增强社会主义法制观念和法律意识，树立为人民服务为核心、以集体主义为原则的社会主义思想道德，树立科学的世界观、人生观和价值观，将学生培养成为有理想、有道德、有文化、有纪律的社会主义公民。
7.Fundamental Morality & Laws(2 credits)
The course is a new course offered in accordance with the Opinion of the Ministry of Publicity of the Central Committee of the Communist Party of China and the Ministry of Education on Further Strengthening and Improving the Ideological and Political Theory Course in the Institutions of Higher Education, taking as guidance Marxism-Leninism, Mao Zedong Thoughts, Deng Xiaoping Theory, Important Thoughts of “Three Represents” and the Scientific Outlook on Development, it is an ideological and political theory course through which
college students can have the educations in ideological morality and socialism legality.Through studying it, the students can understand the Socialist Constitution of our country and relevant basic legal knowledge, enhance their concept about socialism legality and legal consciousness, establish a socialist ideological morality by focusing upon serving the people and taking the collectivism as its principle and set up scientific outlooks on world, life and value so that the students can be cultivated into a socialist citizen with lofty ideals, moral integrity, better education and good sense of discipline.8、计算机应用基础 Fundamental Computer Application（3.5学分）本课程是一门以介绍计算机基础知识和计算机基本操作为主，理论与实际紧密结合，具有较强操作技能和实践性的计算机基础课程。内容包括:计算机硬件和软件的基础知识；计算机网络与Internet基础知识；Windows操作系统的使用；Word文字处理软件和PowerPoint演示文稿软件的使用。通过教学和上机实践使学生
8.Fundamental Computer Application(3.5 credits)
The course has mainly touched on fundamental computer knowledge and basic computer operating.In closely combination with theory and practices, it is a basic computer course with stronger operating skills and practices.It mainly includes fundamental knowledge of computer hardware and software, fundamental knowledge of computer networks and Internet;use of Windows operating system and use of Word processing software and PowerPoint presentation software.Through teaching and operating, the students can master fundamental knowledge of computer and basic operating skills so as to be equipped with the ultimate fundamental skills to use computer.9、VB程序设计 VB Programming（3.5学分）
本课程能够帮助学生建立程序设计的思想，理解日常软件是怎样形成的，以及软件的开发过程和设计思想。使得学生初步具备应用一种高级语言进行程序设计的能力，是一实践性、应用性较强的课程。
9.VB programming(3.5 credits)
The course can help the student establish the thought of programming and understand how common software comes into being as well as development of software and design thought.By doing so, the student can have a basic ability for programming in advanced language.It is a practical course with stronger application.10、网页编程基础 Fundamental Webpage Programming（2学分）
HTML这门基础的标识语言是一门实践性很高的课程，它旨在培养学生熟练掌握其操作，灵活的使用，将理论学习的知识不断的应用于实践中，创造出富有特色的网页，发挥学生的创造性。网页编程主要分为客户端和服务器编程，客户端的编程主要是Javascript编程，服务器端的编程目前主要是3P技术，即：ASP、PHP和JSP。
掌握计算机的基本知识和基本操作技能，从而具备使用计算机的最基本能力。
10.Fundamental Webpage Programming(2 credits)
HTML, as basic markup language, is a more practical course.It aims at
cultivating the students to master its operation skillfully and use it flexibly, apply the theoretical knowledge which the students have learned continually into the practice, create the distinctive webpage and bring the students’ originality into full display.Webpage programming is mainly divided into client side programming and server side programming.The client side programming is mainly Java-script programming while the server side programming mainly refers to 3P technology, that is, ASP, PHP and JSP.11、体育 Physical Education（1学分）
我校一年级开设公共理论课。通过二个学期的体育课教学，向学生传授体育的基本理论和基本知识与基本技术，提高学生的体育运动能力，发展学生的身体素质。增强体质，促进健康，全面提高学生的身体素质。熟练掌握基本技术，初步形成持战术能力。为二年级的选修课打下良好的基础。
11.Physical Education(1 credit)
It is a public theoretical course offered for the freshmen.Through two semesters of physical education teaching, the students have been taught fundamental theories, fundamental knowledge and fundamental technologies so as to improve their sportive abilities, develop their physical quality, raise their physical endowments, promote their health and improved their overall physical quality.The students can skillfully master basic technologies and form initiative ability in special tactics so as to lay a good foundation for the optional courses offered in the 2nd academic year.12、英语语音 English Pronunciation（1学分）
本课是对英语专业本科一年级学生开设的必修课。旨在通过对学生进行关于英语语音、语调知识的系统传授和训练，培养学生掌握正确的发音要领和流畅的语调，增强学生在口头表达中对语音语调的驾驭能力，从而全面提高英语口语表达的能力。
12.English pronunciations(1 credit)
The course is an obligatory course offered for the freshmen majoring in English.It aims at cultivating the students to master the essentials of correct pronunciation and smooth tone by teaching and training the students in English pronunciation and tone knowledge, and enhancing their ability in using pronunciation and tone in oral expression so as to improve their ability in oral English expressions in an overall way.13、英语实用写作 Practical English Writing（1学分）
本课程属于选修课。目的在于培养学生英语写作能力，教授应用性写作基本方法。内容包括：研究生入学介绍信、求职信、辞职信、意见信函、雅思小作文写作。教学内容的安排从如何用词和句子结构入手，要求学生根据提示作文，或模仿范文写作，或根据一定的情景进行串写，进而过渡到掌握段落写作技巧、篇章布局和短文写作。
13.Practical English Writing(1 credit)
The course is an optional course and aims at cultivating the students’ ability in English writing and teaching them basic methods of practical writing.It includes postgraduate’s letter of introduction, application letter, resignation letter, opinion letter and IELTS composition writing.With regard to arrangements of teaching, beginning with how to use words and sentence structures, the students are required to write a composition by imitating the model in accordance with the
reference or write a composition with scenes in a string way and then transfer to master the skills for paragraph writing, section and chapter layout and short article writing.14、大学语文 University Chinese（2学分）
本课程是一门将现代大学语文课程的工具性与人文性特点相统一的课程。该课适应当代人文社会科学与自然科学交叉渗透的发展趋势，培养具有全面素养的高素质人才。旨在提高大学生的人文素质，建立对人类普世价值体系的认同，实现大学生的“精神成人”；使学生了解基本的应用写作理论知识，具备基本的应用文写作能力及文章分析与处理能力，为写毕业论文做好必要的知识准备。
14.University Chinese(2 credits)
The course is a course integrated with an instrument of modern university Chinese and the humanities.The course adapts to the trend toward the mutually-penetrating development of contemporary humanities and natural sciences so as to cultivate the high quality talents with overall attainment.It aims at enhancing the quality of the students in humanities, form an identity about the system of human universal values and realize the “spiritual adult” of college students;the students are required to understand fundamental theoretical knowledge about practical writing, and have basic ability of practical writing as well as the ability of article analysis and treatment so as to make necessary knowledge preparation for graduation thesis writing.15、人才与创造 Talent & Creativity（1.5学分）
本课程属于选修课。旨在帮助学生提高创新智能、塑造创新人格。通过使学生了解如何具备与发掘创新与创造的必需因素，激发学生创新意识，培养创新思维。讨论创新人格在创新中的决定性作用，并掌握其优化方法认识创新精神和创新意识。
15.Talent & Creativity(1.5 credits)
商务英语专业口语课程教学探讨 篇6
摘 要: 中国经济的腾飞及入世的成功为商务英语专业的建设和发展带来了新的契机, 也带来了新的挑战。传统口语课教学方法不能有效激励学生,培养多数学生在商务情境下的交际能力.借助教学内容模块化的设计、PEB教学模式的采用、广泛的合作学习及多维度评价体系的建立等可以激发学生主观能动性,培养学生口语交际能力,满足用人单位对商务英语专业学生的要求.关键字：商务英语教学口语
商务英语口语课是商务英语课程体系中以提高学生在商务情景中的表达和沟通能力为目标的一门主要课程。但目前OBE的教学效果并不尽如人意,大学生的口语交流能力和水平与社会的实际需要有相当差距。
一、如何进行有效的商务英语口语教学
1.发挥网络多媒体技术的优势。多媒体网络技术集文字、声音、图像、动画于一体,能提供真实的语言材料和交际场景。OBE口语教学应充分利用网络多媒体技术反馈即时、可无限重复、不受时间地点限制等优势。学生可以自主选择适合自己需要的材料,时间、地点、方法、进度可以自我确定,可以反复练习,并有针对性地改进自己的学习,弥补不足,从而提高自己的自主学习能力。
2.我们善于激发学生。创设语言交际环境,确保语言足量的输入和输出。口语能力的提高是建立在大量可理解的语言输入和语言输出基础之上。学习者需要有大量的机会接触英语、运用英语,这样才有可能提高口语能力。OBE口语教学应实行小班教学,这样才能给于更多的学生更多的训练机会。同时,学生课外训练的兴趣很高,要积极开辟第二课堂,善于引导学生课外时间,使学生有更多机会和兴趣来练习口语。
3.案例与交际教学两法并举的教学法。案例材料必须真实有效,是描述真实的商务活动。任课老师也许没有参与商务环节的经验,但是可以充分利用网络与多媒体资源来寻找真实的案例材料,因为只有真实的案例才能够在教学过程中产生积极的效果,而虚构的案例只是纸上谈兵,缺乏实际的操作意义,难以让学生真正地参与进来。
二、商务英语口语教学的重要性
口语学习是整个外语学习中最困难也是最重要的一部分，因此口语教学也成为外语教学中的重中之重。中国学生学习英语主要是为加强与世界各国以及外籍人士的交流。如果不能和外籍人士顺利地交流，那么英语学习就失去了其初衷和意义。要提高学生的商务英语口语水平，需要学生和教师的共同努力，学习是以学生为主体的，商务英语口语是一种技能，要勤练勤用才能牢固掌握，而作为学生学习的辅助者一教师，则需要把最新的信息传授给学生，尤其是依照当前经济的发展趋势，我国与其他国家的交流越来越紧密，学习实用的商务英语口语知识，可以帮助学生应对在今后的工作、商务、出国等多方面遇到的问题。商务英语口语教学是一项系统工程，面对不同的学习对象和环境，教师应遵循口语训练的基本原则，采用灵活务实的教学途径，因材施教、兼收并蓄、博采众长
三、商务英语教学应遵循的原则：
1.趣味性原则
商务英语口语与普通英语口语比较,难度较大, 主要是因为前者不仅包含了日常口语的运用, 而且还有不少的专业术语, 专业知识, 恰如其分地与人沟通的礼貌语言等, 它实际上是财政、财经、商务、国内贸易与国际贸易诸学科专业知识的综合运用。在教学中如果仅用传统的教学模式, 一味地搞填鸭式教学, 显然就不能激发同学们的学习本热情, 提不起他们的学习兴趣, 很难取得良好的教学效果, 最终导致该课程教学的彻底失败。现代心理学原理表明, 有趣的活动能激起参与者强烈地好奇心与兴趣, 进而消除或减轻讲述过程中因使用外语交际所伴随着的焦虑、不安等心情, 从而减少外在因素对学生学习过程的影响, 使学生能充分发挥自己的潜力, 取得较为满意的学习效果, 进而这种成功带来的满足将会作为内在动机刺激学生进一步投入学习中来, 最终形成良性循环。
2.注重实用性原则
在 商务英语口语教学中, 应注重学生要学会什么, 而不是应学什么。在课堂教学中, 教师通过精心设计教学内容使学生清楚通过口语练习所应该掌握的语言交际技巧及商务知识, 做到形式与内容的统一。在此基础上再通过模拟与现实生活紧密联系的商务活动, 逐步完善商务知识的灌输。尽管学生在学习过程中会存在商务知识不足的问题, 但他们生活在一个商务活动随处可见的时代, 因而在商务英语专业本学生低年级学习阶段, 口语课教师应尽量选用学生熟悉的公司产品及日常生活可能遇到的商务活动为活动内容, 以激发他们学习的积极性。从低年级的常规训练再到高年级语言与专业知识有机结合应遵循循序渐进的过程。
3.要强调有效性原则。学习是以学以致用为目的的,与大多数同龄人相比, 作为高职的学生不可避免地要面临提早踏入社会的命运, 如何把握机遇, 使自己被社会所接纳就成为高职学生与学校共同关注的问题。这也为传道授业的教师提出了更高的要求。因此, 商务英语教师要树立紧迫感和责任感, 提升商务应用能力, 增强商务社交能力, 熟悉西方企业管理模式。在积极学习商务知识的同时, 寻找机会多参与外贸商务活动, 从实践中积累经验,丰富和提高自己的专业水平。
四、教学内容改革
教学内容与课程体系改革的总体思路是：转变教育思想，更新教育观念，树立新的人才观和质量观，有利于人才培养目标的实现，体现专业特色，结合人才培养模式改革的不断深入，实现教学内容和课程的优化组合，继续深入系列课程的建设和改革。
（1）考虑课程体系的层次性、关联性和应用性，可将课程体系分为四大类，即普通教育课程、基础课程、专业课程和应用方向类课程。
(2)加强学科前沿理论、知识系列讲座建设。逐步开设“特聘专家讲座”、“教授讲座”等课程，以丰富学生文化底蕴、开拓学生视野。
(3)加强学科主要课程建设。确定2-4门课程为专业主干课程，重点进行建设与管理。
(4)增加本专业相关的选修课程。以利于“复合型”人才培养目标的实现
(5)通过调研、教研活动，淘汰过时的教学内容，及时把新知识、学科研究的新成果充实到教学内容中去。根据市场需要、专业结构的调整和知识的发展，开设一些新课程。如增设与WTO相关课程、素质教育课程。
五、、传统口语教学模式存在的问题
传统的英语口语教学模式通常是，教师根据教材内容给定一个讨论话题，间或向学生提问，然后就材料中某些问题或延伸问题组织学生进行小组讨论，再派代表在全班发言，最后进行总结。这种教学方式的优点是便于教师操作，但采取这种方法所带来的问题也是显而易见的：其一，课堂气氛沉闷紧张。每当教师向学生提问时，主动发言的人很少，有些学生为了逃避回答问题．就尽量坐到教师视线的死角。
其二，学生参与课堂发言的时间非常有限且发言的覆盖面不够广。发言的学生总是少数，有一部分不喜欢发言的人从头至尾不开口，课堂上学生的口语实践机会过少。
结语：随着全球商业经济的迅猛发展,商务英语作为专门用途英语(English for specific purpose)日益在各种国际商务活动中发挥出重要的作用。目前,国内无论本科院校还是高职院校,大多数开设有商务英语专业及商务英语课程。商务英语的教学目的是培养学生实际使用英语去从事涉外商务活.对高职商英学生的英语口语现状及其成因进行调查和分析,并提出相应的对策:改革考试制度,实施过程式考核;提供良好的口语训练环境,调动学生自主学习口语的积极性;改进口语课程设置,加强专业师资力量;加强口语实训教学,培养学生职场口语能力。
参考文献:
专业英语课程 篇7
本课程是商务英语专业的专业基础课程, 其培养目标是学生掌握本专业必备的“听、说、读、写、译”等语言基本技能和以“外语加技能”为特色的经贸类专门知识, 具有从事经济、贸易工作的基本业务水平和较强的实践能力。综合英语是商务英语专业课程体系内的重要学习和能力训练组块, 是该专业学生必修的一门以理论讲授为主、实践操作为辅的有机结合的课程。 本课程的定位是让学生具有听说读写译的基本技巧, 并学会人际沟通, 掌握自我推销的一些基本知识和基本礼仪, 能运用所学5项技能开展课前预习、课堂有效学习, 以及课后自学、复习和课外知识拓展, 为学生养成良好的学习习惯和终身学习奠定基础。该课程的实施, 对实现“掌握开展商务活动所需要的基本知识”等知识目标和“会做较强的包括英语听、说、读、写、译能力在内的商务日常工作”、“会通过网络搜集和处理信息, 帮助开展基本商务活动”等能力目标具有支撑和保证作用。
在学习本课程之前, 学生必须有一定的英语学习基础, 在高中阶段养成一定的英语学习习惯。综合英语主要着重于从知识的积累和学习策略的训练增强学生的英语学习效果和能 力, 显性指标是学生必须通过江苏省高职高专英语应用能力考试和CET-4。本课程共计2学期120学时, 与其他专业课程有一定的联系, 但重在为学生的专业学习打下坚实的语言基本功的基础。
二、课程设计
(一) 课程设计总体思路
从学生的学习背景分析入手, 继而对学生的学习需求进行客观分析, 再在课堂教学过程中对学生进行认知策略和元认知策略的渗透及训练。教师和学生在课堂环境中彼此交互反思反馈、互相促进, 在任务型教学法的引领下, 指导大部分学生在一年内通过大学英语四级考试。
(二) 课程的职业定位设计
本课程的特点是语言的基础训练和提高课程, 为专业学习奠定基础, 这就意味着课程的教学不能完全照搬项目化教学与工作过程系统化的思路和模式, 主要依然采用学科教学体系。所不同的是: 本课程坚决杜绝传统的语法翻译法 (Grammar Translation Method) 或传统的结构—功能式的解剖式教学方法, 以交际教学法、情境教学法和任务型教学法为载体, 重视交际课堂的任务设计, 充分激发学生的学习兴趣, 培养学生良好的学习习惯、良好的沟通技巧、责任意识、合作精神和创新精神, 在一定程度上提高学生分析问题、解决问题的能力, 提升学生的素质和层次。
(三) 课程实施方式及课时分配
第一学期
第二学期
三、工作任务和课程目标
(一) 工作任务
本课程以现代大学毕业生应具备的核心能力———外语能力为任务驱动, 以培养学生的听说读写译5项能力为导向, 培养学生综合语言能力, 使学生养成良好的学习习惯, 能独立搜集信息, 进行背景知识的查询和拓展, 领会语言能力提高的技巧, 培养独立学习、合作学习、小组合作学习等学习策略和职业素质, 最终使每个个体都能在通过大学英语四级的基础上学会自我推销、与人沟通、与人合作。
(二) 课程目标
1.能力目标
能够根据主题上网查询背景资料; 能够根据组员性格特点、个人专长进行合理分组, 并做好小组合作活动;能够策划、设计调查问卷, 并在校园内外完成调查问卷;能够进行商务英语人才定位, 并开展职业生涯规划;能够进工厂、车间、超市参观, 并就自己关心的主题开展一般英语学习研究;能够根据自身的实际情况指定长期 (学年) 和短期 (学期和月、周) 的学习计划, 并重视计划的过程实施和效果评估;能够找准自身的学习风格, 并就自己的弱项采取有效的针对性的补救措施;能够选择适合自己的学习策略, 并加以运用, 强化自身的学习效果; 能够大胆上台表达观点, 具备自我分析和自我推销的能力;能够从大量信息中提取自己感兴趣的部分, 并进行适当整合, 用PPT的形式开展全班交流活动。
2.知识目标
熟悉构词法基本规则, 并能运用构词规律分析词源;掌握所面临问题与挑战的英语表达法, 并能进行即兴评论;了解翻译技巧———词义的引申, 熟悉段落发展的技巧———句子的功能 (主题句、细节支撑句和总结句) ;掌握四级作文谋篇布局的基本方法;了解翻译技巧———翻译的增补, 熟悉段落发展的技巧———时间顺序法;掌握叙述性文章的基本写作要素;了解翻译技巧———翻译的省词, 熟悉段落发展的技巧———按照步骤法;掌握说明性文章的基本写作要素;了解翻译技巧———词类转译法;熟悉段落发展的技巧———空间转换法;掌握分析性文章的基本写作要素;了解翻译技巧———分句译法, 熟悉段落发展的技巧———举例法;掌握论证性文章的基本写作要素;了解翻译技巧———合句译法, 熟悉段落发展的技巧———比较和对比法;掌握分析性文章的基本写作要素;了解翻译技巧———it的译法, 熟悉段落发展的技巧———优劣对比法;掌握论证性文章的基本写作要素;了解翻译技巧———as的译法, 熟悉机构或组织的撰写方法;掌握英文广告的基本写作要素;了解翻译技巧———倍数的译法, 熟悉段落发展的技巧———举例法;掌握论证性文章的基本写作要素;了解翻译技巧———否定句的译法; 熟悉段落发展的技巧———举例法; 掌握论证性文章的基本写作要素。
3.素质目标
能与他人合作共事, 形成团队合作意识;能按规范办事、做事细致认真;能与他人交流、很好地沟通分享, 准确表达自己的意见;能运用多种工具和方法, 主动收集信息资料, 获取相关信息并整理分析; 能面对出现各种机遇和威胁, 分析问题、解决问题;能感知社会, 分析自身的优劣势, 对未来进行职业准备规划;能开拓性地设计英语活动, 如英语角、英语演讲比赛、英语辩论赛等, 具有创新精神;能较好地概括、编写与职业相关的文案;能运用英语自如表达自己的观点, 写出质量较高的四级作文。
四、课程内容和教学要求
情境教学范例:
五、教学实施建议和要求
本课程选用高等教育出版社最新再版的《大学体验英语》, 由大学体验英语项目组组编。该教材注重培养表达能力, 强调交际内容的实用性, 有利于课堂教学和自主学习相结合。
(一) 教学内容
1.内容选取:要注重针对性和适用性。根据学生个性发展的需要和日常交际能力所需要的知识、能力、素质要求, 选取教学内容, 为学生终身学习和可持续发展奠定良好的基础。2. 内容组织:遵循学生职业能力培养的基本规律, 以真实的交际任务及其交际过程为依据, 整合、序化教学内容, 科学设计学习性工作任务, 教、学、说、考一体化, 以理论教学为主, 与学生自我表达训练一体化。3.内容表现形式:选用以任务型教学为导向的教材, 课件、案例、习题、学习指南等教学相关资料齐全, 符合课程设计要求。
(二) 教学方法与手段
1.教学方法的运用 :根据课程内容和学生特点 , 灵活运用案例分析、分组讨论、角色扮演、启发引导、情景教学等教学方法, 引导学生积极思考、乐于实践, 强化教学效果。2.教学手段:主要指信息技术的运用。优化教学过程, 提高教学质量和效率, 取得实效。3.在教学设计中注意关注学生的认知和能力结构;关注学生的情感, 营造宽松、和谐、民主的教学氛围;倡导任务驱动、能力导向的教学改革与探索;加强对学生学习策略的指导。
3.课程评价
课程考核由四个部分组成。其中平时考核成绩占30%, 主要依据学生的出勤情况、课堂发言、回答问题, 采取百分制考核;期中和期末成绩各占30%和40%。
摘要：课程建设是提高教育教学质量的重要举措, 是教育教学改革的核心部分。《综合英语》是高职商务英语专业的基础课程, 是按照人才培养的规格要求, 根据其在人才培养方案中的定位、作用、性质与任务而制定的包括课程理念、课程目标、主要内容和实施过程英语教材体现服务于人才培养整体目标的原则, 同时还以学生为主, 突出职业教育的特点, 体现“工作过程系统化”的课程设计理念。
关键词：课程概述,课程定位,课程内容,职业设计,实施过程
参考文献
[1]束定芳.外语教学改革:问题与对策[M].上海:上海外语教育出版社, 2004.
英语专业课程建设创新实践 篇8
【中图分类号】G712 【文献标志码】B 【文章编号】1005-6009（2016）55-0076-02
一、梳理职业能力，明确本门课程在专业建设中的定位
从业者在职业生涯发展的不同阶段，其职业能力可以分为职业基础能力、专业能力和社会能力三个方面。毕业生初入职场，由其所掌握的专业基础知识和基本技能构建起职业基础能力，如英语专业学生所掌握的英语字词句的基本知识、教学方法的选取和运用等。专业能力主要指开展工作的方法选择能力、遇到问题解决问题的能力、防止错误发生的能力，如课后反思、课堂突发状况处理、团队合作等。社会能力主要指职业管理能力，从业者在职业活动中，对自己未来职业生涯的规划、人际关系的处理、创新精神的培育、创造力的培养、事业开拓能力的提升等。教师在对本专业职业能力梳理的前提下，明确“英语教师职业技能训练”课程在专业建设中的定位：本课程是实践技能课，是培养职业能力的核心课程，教师要在课程教学过程中安排具体的实训项目和操作题目，增强学生培养职业能力的意识，引导学生有目标并主动参与训练，有计划、有步骤地培养自己的职业基础能力、专业能力和社会能力，构建自己的职业能力体系。
二、以职业能力培养为核心，优化课程教学内容
教师教什么是实现课程教学目标的中心问题。围绕职业发展的方向和工作岗位的需求，合理设置教学内容、创新开拓教学思路是课程建设的前提。“英语教师职业技能训练”课程面向教师职业、面向教学岗位，提升教师的基本素养和技能培养是设置课程内容的出发点。在学时有限的情况下，要减少与职业技能培养关联不密切、理论要求过高的内容，增加在教学实践中常用的基本教学方法、教学手段的学习和训练，安排现代教育技术及多媒体教学技术的学习，增加与课堂突发状况相关的案例分析教学。学生通过这些内容的学习，了解课堂教学规律，掌握课堂教学的基本技能技巧，对今后的工作岗位有清晰的认识和理解，有助于缩短其职业适应期，尽快完成从学生到职业人的身份转换。
三、围绕职业能力培养，创新教学方法
教什么的问题定下来后，怎么教、采用怎样的教学方法将这些知识传授给学生，是另一个必须解决好的问题。教学方法得当，会充分调动学生学习的积极性，使其发挥学习的主观能动性，积极投入到专业技能的学习和训练中来，提高学习的效率。“英语教师职业技能训练”课程是一门突出实践技能培养的课程，教学模式的选取要注重这方面的要求。首先要增加案例教学环节。将相关知识点或技能训练项目编成具体的课堂案例，教师可以采取示范教学的方法，也可以采取学生实习教学的方式，教学做一体，让学生充分参与到课堂活动中来。其次要增加课堂讨论时间。针对学生的实训表现，教师组织学生进行讨论点评，找出其优点，指出其不足，達到相互促进的目的。最后要注重培养学生的创新能力。针对教学项目，教师要鼓励学生提出自己的新认识和新观点，并采用头脑风暴、新点子竞赛等方式，让学生有机会、有平台实践自己的创新想法，使其不是死读书，而是成为学习的主人。
四、对接岗位标准，实现职业化目标
通过课程教学，实现专业目标，促进学生就业，这是课程在实现职业能力培养过程中应起的作用。首先，课程改革要紧贴技术进步和岗位需求。要分析小学英语师资岗位的要求和职业发展的方向，在课程教学实践中，将这些标准和需求有机融合，这样既更新了课程内容，又体现了课程的实用性和实效性。其次，要将课程考核和职业技能鉴定相融合。教师资格证书要求的相关知识、能力在实际教学中要予以重视，尤其是在课程考试和考核环节，加大这方面内容的考查力度，引起学生的重视，加强这些内容的学习和训练。第三，做好教材的编写工作。课程专家、一线岗位教学能手和学校本专业教师共同确定课程教学内容，编写具有校本特色的教材，并在教学实践中不断加以完善，配合针对性、操作性强的实训指导书等一系列教学资源，完成课程教学资源的建设工作。
课程是专业的基本元素，是连接专业教学和学生的纽带，课程建设是实现专业目标、人才培养目标的基础工作。高职教育要发展，要提高教育教学质量，必须高度重视课程的开发建设工作，并在实施过程中不断创新，以高质量的课程教学引领专业目标的实现，促进人才培养目标的实现。
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