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“ 高级英语 ” 精品课程建设

“ 高级英语 ” 精品课程建设. -- 徐李洁 湖南科技大学外国语学院 Jessiexcn@yahoo.com.cn Tel ： 0732-8291448 （ O ）. “ 高级英语 ” 精品课程建设. 2005 年，获校年度“优秀课程奖” 2005 年，获校年度“优秀教案奖” 2006 年，湖南省 “精品课程” 2007 年，“英语专业精品课程建设实践与研究” -- 校级重点教研教改项目 2008 年，“外语精品课程的建设与评价研究” -- 湖南省普通高校教研教改项目. 建设思路. 实施过程. 几点思考.

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“ 高级英语 ” 精品课程建设

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  1. “高级英语”精品课程建设 -- 徐李洁 湖南科技大学外国语学院 Jessiexcn@yahoo.com.cn Tel：0732-8291448 （O）

  2. “高级英语”精品课程建设 2005年，获校年度“优秀课程奖” 2005年，获校年度“优秀教案奖” 2006年，湖南省 “精品课程” 2007年，“英语专业精品课程建设实践与研究”-- 校级重点教研教改项目 2008年，“外语精品课程的建设与评价研究”-- 湖南省普通高校教研教改项目 建设思路 实施过程 几点思考

  3. “高级英语”精品课程建设 • 培养一支素质高、教学业务精湛的教师队伍 • 构建知识结构合理的课程体系 • 优化教学内容和教学方法 • 加强教学资源库的配套建设 • 建立精品课程建设的梯队 建设思路

  4. “高级英语”精品课程建设一、“高级英语”教师队伍“高级英语”精品课程建设一、“高级英语”教师队伍 • 注重对青年教师的培养： • 1. 2人获校 “优秀青年教师”称号； • 2. 1人获校级青年教师讲课比赛一等奖， • 3. 1人获湖南省“青年教师教学能手” 称号 • 该团队学历、职称、学源、年龄结构合理，相对稳定，5人具有5年以上高级英语教学经历。

  5. “高级英语”精品课程建设二、课程体系 支撑选修课程

  6. “高级英语”精品课程建设三、教学内容与教学方法“高级英语”精品课程建设三、教学内容与教学方法 • 分层次教学 --理解性（understanding） --阐释性（interpreting） --批评性（evaluating） • 根据语篇、体裁类型教学 -- 叙述、描写、说明、议论 -- 文学体裁、人物传记、政治演说 • 对比教学 Marrakech vs. Libido • 学生能力培养 高级英语：…培养学生对名篇的分析和欣赏能力、逻辑思维与独立思考的能力，巩固和提高学生英语语言技能… （英语专业课程描述）

  7. Unit One (Book I)The Middle Eastern Bazaar • What’s your general impression of each place? • Section 1: the entrance of the bazaar --noisy (human voices) • Section 2: the cloth market -- quiet ( no noise) • Section 3: coppersmith market -- noisy (metal noise) • Section 4: various markets -- colorful, fragrant, tasty (noise not mentioned) • Section 5: linseed oil mill – noisy (noise of wood, camel) Noise distribution, type of noise Degree of description: detailed – general –detailed – general – detailed

  8. Unit Six (Book I)Blackmail • Appreciation of the story • Striving for the dominance of the situation between the Duchess and Ogilvie • The symbolic image of Ogilvie’s cigar • Characterization

  9. Dramatic change of dominance of the situation 1. Before the evidence is shown: • Duchess Ogilvie sharp, firm, arrogant offensive, challenging dominant, controlling -- balanced -- 2. After the evidence is shown: surrendered, collapsed (gradually weak)-- off-balance -strong, dominant

  10. TheDuchessvs.Ogilvie 3. Negotiating calm, friendly calm, friendly -- balanced -- 4. Making a deal powerful, demanding submissive, obedient -- off-balance -- Questions : • What can you tell from the shift of balance? 2) What gave the Duchess the power?

  11. The symbolic image of Ogilvie’s cigar • Para 3, 5: ---A wave of cigar smoke accompanied Ogilvie in…’Would you kindly put that out ---Taking his time, Ogilvie removed the offending cigar, knocked off the ash and flipped the butt toward an… he ignored it. • Para 16: ---He took out a fresh cigar and bit off the end • Para 21-23 ---He lit the fresh cigar ---…took his time, leisurely puffing a cloud of blue cigar smoke, his eyes sardonically on…as if challenging her objection --But beyond wrinkling her nose in distaste, she made no comment.

  12. Characterization

  13. Unit Seven (Book II)The Libido for the Ugly • Step One: Find out all the words, phrases and images that describe the ugliness • Nouns: desolation, filth, grime, horror, ugliness, monstrousness, grotesqueries • Adjectives: hideous, bleak, forlorn, abominable, dirty, horrible, misshapen, shabby, uncomely, dingy, decomposing, shocking, loathsome, gloomy, God-forsaken, frightful, putrid, ghastly, unlovely, diabolical, dreadful, macabre, depressing • Phrases and sentences: appalling desolation, dreadfully hideous, intolerably bleak, unbroken and agonizing ugliness, revolting monstrousness, incomparable

  14. Images: leprous hill, uremic yellow, eczematous patches, malarious hamlets… Questions : 1) What’s there in common in the images the writer uses? 2) What is the writer’s true intension in describing the ugliness of the place? 3) How does the writer develop his argument? 4) Compare ‘Marrakech” with “Libido”. Comment on the differences

  15. Unit 2 (Book II)Marrakech Scene 1: The burial of the poor inhabitants Scene 2: The begging of bread of an employee Scene 3: Living condition of the Jews Scene 4: Cultivation of soil Scene 5: Life of women Scene 6: The soldiers’ attitude towards the whites Questions : Why did the writer choose these scenes? What else would you add? Scenes include: life/death; rank; race; gender; army Contrasts: death/ life, woman/donkey young soldier’s attitude the whites/ Whites’ attitude towards the native

  16. “高级英语”精品课程建设四、教学资源的配套建设“高级英语”精品课程建设四、教学资源的配套建设 一、网络教学资源库 课程介绍、教学大纲、课文的背景知识、难点和重点、习题库、教学课件（ppt, 教案）、相关的影像资料、电子图书资料、授课录像、教学研究论文、师生互动平台 二、学生阅览中心 三、卫星接收系统 四、自主学习平台（待建）

  17. “高级英语”精品课程建设五、精品课程建设梯队“高级英语”精品课程建设五、精品课程建设梯队 成立课程建设组： 高级英语组、英美文学组、翻译组、语言学及外语教学组、基础英语组、写作教学组、二外教学组、商务英语组、文化教学组 目前：高级英语 -- 省级精品课程 2006年 基础英语 -- 省级精品课程 2008年 语言学导论 – 校级精品课程 2007年 翻译理论与实践 – 校级精品课程 2009年 写作教学 – 校级“优秀课程” 2006年 商务英语 – 2008-2011 校“人才培养模式实验区” 英语教育 – 2007-2012 湖南省特色专业

  18. “高级英语”精品课程建设 • 高级英语与其他课程的关系 （写作、翻译、文学、语言学等） • 高级英语与基础英语的接口 • （教学重点、教学方法等） • 高级英语教学与大学语文教学 • 高级英语教学对教师的要求 • 高级英语教学对学生的要求 几点思考

  19. 谢 谢 欢迎专家批评指正

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