英语专业英语短篇小说教案与课后答案
英语专业论文题目
?1) 语言学、应用语言学
包括：词汇学，语法，当代语言学的各个分支极其理论，语言学对其它学科(如翻译等)的影响。
E.g. ?英诗中常用的修辞
?英语谚语的修辞手法
?委婉语的分类
?英语中的缩略语
?英语词汇中的外来语单词
?英语新词新意探究
?美国英语的特色
?如何正确把握英语定语从句（或其他各种从句或语法形式）在句子中的确切含义
?Fuzzy Words and Their Uses in Human Communication
?Ambiguity and Puns in English
?English by Newspaper
?English Personal Pronouns: a Preliminary
?Thematic Network and Text Types
?An Inquiry into Speech Act Theory
?On Lexical Cohesion in Expository Writing
?The Inferences of Conversational Implications
?Reading Strategy: Conte xt and Meaning
?The Construction and Interpretation of Cohesion in Texts
英语专业论文题目2英美文学
?主要研究以英语为母语的国家的文学及文学作品，或对不同地域，不同时期，不同形式，不同体裁的文学作品进行评议或对比，或对作品的主题思想以及对社会进步产生的作用等进行分析评论．
.?解读布莱克诗篇《老虎》的象征意义
?弥尔顿创作目的和结果的矛盾之我见
?华滋华斯诗歌的自然观
?简析《秋颂》的美学价值
?由《云雀颂》看雪莱的诗歌创作观
?论叶芝诗歌中的象征主义
?狄金森诗歌的现实意义
?论现代诗歌与后现代诗歌的异同
?解读《麦克白》的创作意义
?由海明威的《杀人者》理解客观叙述法
?解读福克纳的《干燥七月》
?XX英文作品中的人物分析
?XX英文作品的社会意义
?XX英文作品的文体风格
?论《呼啸山庄》的叙事结构
?《傲慢与偏见》中经济对婚姻的影响
?《儿子与情人》中格特鲁德的情感历程分析
?《红字》中的象征手法
?论《呼啸山庄》的爱与恨
?论《简·爱》中的女权主义色彩
?爱的涅槃---《呼啸山庄》主题分析
英语专业论文题目3翻译
?包括翻译理论，翻译方法，翻译实践中的系列问题，翻译与文化的关系等进行研究与写作．?英汉文化差异和翻译
?英语习语翻译
?翻译与语境
?翻译中的对等问题
?翻译中的衔接与连贯
?翻译中的文化信息传递
?语篇体裁与翻译策略
?汉语四字词语的翻译
?数字的翻译
?翻译中的语序转换
?谈英语被动句的翻译
?英汉句法对比和翻译
?谈合同（或其他各种类型文本）的翻译?英语否定句的翻译
?广告英语及其翻译
?中国特色词汇及其英译
?英语长句的理解与翻译
?商号、商标、公司名称等的翻译
?论“信”、“达”、“雅”与品牌翻译
?交替口译初探
?浅谈如何综合选用直译和意译
?中国特色新词的英译
?文化差异与英汉习语翻译
?Importance of Meaning Group in Translation
英语专业论文题目4跨文化研究
?包括中西文化对比 (语言，宗教，价值观，物质文化，企业文化，风俗习惯, 教育等).
?多元文化背景下的美国课程改革
?不同文化对于涉及动物的语言的影响
?跨文化非言语交际的功能及文化基础
?中美儿童教育之比较
?中国与西方国家的酒文化
?全球电视文化一体化与中国的对策
?The Management for Multinational Enterprises in China: Converting Cultural Clash into Introjection ?Suggestions for Successful Intercultural Communication in the Process of Spoken English ?Cultural Differences and Translation of the E nglish-Chinese Idioms
?The Importance for International Enterprises of Understanding the Diversity of U.S. Culture
?The Importance of Understanding the Cultural Characteristic in International Advertising
英语专业论文题目5 英语教学法
?包括教学法理论，英语教学法发展史，或具体针对某一课程的教学，某一教学对象的特征（年龄，职业，性别，基础水平等）进行教学方法，课程设计等方面的研究．
?E.g.
?扩大词汇量和提高英语阅读能力的关系
?提高英语阅读速度的主要障碍
?英语阅读能力和阅读速度的关系
?通过扩大知识面提高英语阅读能力
?如何在阅读实践中提高英语阅读能力
?阅读英文报刊的好处
?如何处理精读和泛读的关系
?如何对付英语阅读材料中的生词
?如何通过阅读扩大词汇量
?提高阅读能力和提高英语听力的关系
?英语听说读写四种技能的关系
?通过英语阅读提高英语写作能力
?英语快速阅读能力的构成成分
?中学生英语自主学习能力的培养
?英语教学中的语言焦虑及解决策略
?简笔画-英语教学中简单高效的教学手段?提高英语听力理解能力的策略和技巧?电子辞典与英语教学
?普通话对英语语音的迁移作用
?母语迁移在基础教育各阶段中的作用?提高大班课堂教学的效果
?《英语课程标准》研究
?口语教学中教师的角色
?从心理学角度探讨少儿英语教学
?英语课堂提问的策略研究
?英语后进生产生的原因以及补差方法研究?英语词汇教学方法探讨
?小学生英语口语能力评估方法研究
?朗读在英语教学中的作用
?任务型教学法研究
?方言对学生英语语音的影响
?英语阅读课堂教学模式探讨
?计算机辅助英语教学中的诸问题
?不同种类的计算机辅助英语教学方式
?计算机辅助英语教学中的教学法原则
?英语课堂的合作学习策略研究
?中学生英语学习策略的培养
?探究式教学法在中学英语教学中的应用?现代信息技术在英语教学中的应用
?教师教学行为对高中生英语学习的影响?实施成功教育减少两极分化
?小学英语活动课教学模式研究
?中学英语听力训练最佳方案
?原版电影与英语学习
?中学生英语兴趣的培养
?《疯狂英语》（或各种教学方式）的利与弊?张思中教学法实践调查报告
?如何杜绝中式英语
?英语教师的文化素养
?网络时代如何学好英语
?背景知识与阅读理解
?上下文在阅读理解中的作用
?家庭教师在中学生英语学习中的利弊
?中学英语教学现状分析
?中外教师解释课文方法比较
?中外教师课堂提问方法比较
?中外教师课堂鼓励性用语比较
?中外教师对学生总体要求之比较
?The Instructive Meaning of Inter-language Pragmatics for foreign Language Teaching ?Ped agogical Translation and Translation Teaching
?The Importance of Cultural Authenticity in Teaching Materials
?Micro-teaching and Student Teacher Training
?How to Evaluate the Teacher Performance - A Case Study
?English Test Design
?The Interference of Native Language in English Writing or Translation ?Translation Methods and English Teaching
?The Expression of Negation in English and Chinese Languages
?On the English Rhetorical Devices
?How to Use a Computer in Managing an English Class
?Literal Trans lation and Free Translation
年轻人必读的29本英文短篇小说,分分钟刷新你三观
年轻人必读的29本英文短篇小说，分分钟刷新你三观 本周，著名网站Buzzfeed 罗列了一份年轻人必读的29 篇短篇小说书单，这份书单的作者覆盖了英语世界，尤其是美国文学界最富盛名的小说家。《外滩画报》精选出10 篇已经翻译成中文的小说作重点推荐。 编辑：谭浩制图：唐卓人部分图片来自Buzzfeed 2013年，瑞典学院将诺贝尔文学奖颁给了以写作短篇小说见长的加拿大作家爱丽丝·门罗，这在某种程度上褒扬了中短篇小说为世界文学做出的重要贡献。阿根廷女作家萨曼塔·施维伯林甚至说：“门罗能够得到诺贝尔文学奖，让我们这些写作短篇的都松了一口气。”虽然很多人不一定赞同顾彬关于“长篇小说已经没落”的论调，但是短篇小说作为一种更为有力凝练的文学形式，确实更加符合如今这个时代的节奏。本周，著名网站Buzzfeed 罗列了一份年轻人必读的29 篇短篇小说书单，这份书单的作者覆盖了英语世界，尤其是美国文学界最富盛名的小说家。《外滩画报》精选出10 篇已经翻译成中文的小说作重点推荐： 1. 弗兰纳里·奥康纳：《流离失所的人》 《流离失所的人》选自小说集《好人难寻》在弗兰纳里·奥康纳的小说里，尽管大部分时间故事里的人物都被堕
落、自私、愚昧、自负、欺骗或冷漠所掌控，但是，总有那么一个时刻（往往在接近小说结尾处），奥康纳会安排上帝的恩惠（或曰天惠）降临到他们身上。在这圣灵显现的一瞬间，这些人物突然受到某种精神上的启迪，进而达到某种“顿悟”，他们也许会接受这一天惠，也许会拒绝它，但不管怎样，这一灵光闪现的“天惠时刻”会使他们的内心发生改变。——比目鱼，书评人 2. 朱诺?迪亚斯：《沉溺》 选自小说集《沉溺》《沉溺》里面的九个小短篇和一个准中篇都是以朱诺?迪亚斯自己和他的家庭的真实经历为蓝本书写出来的半自传作品，它所处理的是一个移民家族心灵史上最特殊的时段：移民前在多米尼加共和国的等待期和移民初期在美国的无望岁月。朱诺?迪亚斯在写这些“少作”的时候，还没有获得他后来的作品中罗伯特?波拉尼奥式的喷薄的语言强度，但这种语流清浅、句法简朴的写法与作者的青春期原型所附体的叙述者尤尼尔非常合拍：如此“低限度”的风格，恰好能够为那些在生理、心理与地理的转换交接处所蛰伏的晦暗不明的能量提供随机释放的可能性。——胡续东，作家 3. 米兰达·裘丽：《楼梯上的男人》
小学英语语法教案设计
第一章名词 一、定义 名词是表示人或事物名称的词。它既可以表示具体的东西，也可以是表示抽象的东西。 二、分类 1. 名词可以根据意义分为普通名词和专有名词 如：John is a student student是普通名词，John是专有名词 普通名词前可以用不定冠词a/an, 定冠词the 或不加冠词，专有名词前一般不加冠词，专有名词的首字母要大写。 2. 普通名词又可以分为个体名词、集体名词、物质名词和抽象名词，其中个体名词与集体名词是可数名词，物质名词和抽象名称是不可数名词。 3. 专有名词 专有名词是表示人名、地名、团体、机构、组织等的专有名词，多为独一无二的事物。 三、名词的数 1、名词分为可数名词和不可数名词。 可数名词——可以数的名词 不可数名词——数不清（没有复数） Drink?milk tea water orange juice coke coffee porridge Food?rice bread meat fish fruit cake dumplings 2、可数名词与不定冠词a(an)连用有数数形式，不可数名词不能与不定冠词a(an)连用，没有复数形式 many+可数名词复数 much/a little+不可数名词 some, any , a lot of (lots of) 两者都可以修饰。
3、可数名词可以直接用数词来修饰 不可数名词数词 +量词 +of + 名词 对可数名词的数量提问用How many 对不可数名词的数量提问用 How much 4、不可数名词的量有以下两种表示方法： 1） some, much ,a little ,a lot of ,a bit of , plenty of 用等表示多少。 注意既可以与可数名词复数，又可以与不可数名词连用的有：plenty of ,some ,a lot of ,lots of ,most of 等。 如There is much water in the bottle .瓶中有很多水。 I'll tell you much good news.我要告诉你许多好消息。 We should collect some useful information我们应该收集一些有用的消息。 2）用单位词表示。 用a ... of 表示。 如 a cup of （一杯......），a bottle of （一瓶......） a piece of （一张......），a pair of shoes（一双鞋） 如two cups of tea（两杯茶）,five pieces of paper（五张纸） 注意单位词后的动词单复数形式往往取决于单位词的单复数形式；千、百等数词与名词加用，表示复数时，数词仍保持单数，名词变复数。 如two hundred students（200名学生） ten thousand trees（10000棵树） 测试点He caught a lot of fish他抓到了许多鱼（此处为许多条鱼，fish的复数仍为fish 或fishes） =He caught a lot of fishes. The paper is about some fresh-water fishes.这篇论文是有关几种淡水鱼的。（此处fish 表示不同种类的鱼，加复数词尾-es） 5、可数名词分为单数和复数。 名词单数就是该词本身，在其前面加a或an。 1）单数
经典英文短篇小说 (108)
The Romance of a Busy Broker by O. Henry Pitcher, confidential clerk in the office of Harvey Maxwell, broker, allowed a look of mild interest and surprise to visit his usually expressionless countenance when his employer briskly entered at half past nine in company with his young lady stenographer. With a snappy "Good-morning, Pitcher," Maxwell dashed at his desk as though he were intending to leap over it, and then plunged into the great heap of letters and telegrams waiting there for him. The young lady had been Maxwell's stenographer for a year. She was beautiful in a way that was decidedly unstenographic. She forewent the pomp of the alluring pompadour. She wore no chains, bracelets or lockets. She had not the air of being about to accept an invitation to luncheon. Her dress was grey and plain, but it fitted her figure with fidelity and discretion. In her neat black turban hat was the gold-green wing of a macaw. On this morning she was softly and shyly radiant. Her eyes were dreamily bright, her cheeks genuine peachblow, her expression a happy one, tinged with reminiscence. Pitcher, still mildly curious, noticed a difference in her ways this morning. Instead of going straight into the adjoining room, where her desk was, she lingered, slightly irresolute, in the outer office. Once she moved over by Maxwell's desk, near enough for him to be aware of her presence. The machine sitting at that desk was no longer a man; it was a busy New York broker, moved by buzzing wheels and uncoiling springs. "Well--what is it? Anything?" asked Maxwell sharply. His opened mail lay like a bank of stage snow on his crowded desk. His keen grey eye, impersonal and brusque, flashed upon her half impatiently. "Nothing," answered the stenographer, moving away with a little smile. "Mr. Pitcher," she said to the confidential clerk, did Mr. Maxwell say anything yesterday about engaging another stenographer?" "He did," answered Pitcher. "He told me to get another one. I notified the agency yesterday afternoon to send over a few samples this morning. It's 9.45 o'clock, and not a single picture hat or piece of pineapple chewing gum has showed up yet." "I will do the work as usual, then," said the young lady, "until some one comes to fill the place." And she went to her desk at once and hung the black turban hat with the gold-green macaw wing in its accustomed place. He who has been denied the spectacle of a busy Manhattan broker during a rush of business is handicapped for the profession of anthropology. The poet sings
高中英语语法课教案.doc
高中英语语法“虚拟语气”的教学设计 一、教材分析： 本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。 二、学情分析： 在高一和高二英语学习基础上，高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。 三、教学重点: 1.复习的重点---语法虚拟语气的句型结构. 2.语法虚拟语气的运用 四、教学难点: 1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。 2.虚拟语气在真实的生活语境中的使用。 五、教学目标: 1.知识目标: 引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。 2.能力目标： 利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。 3.德育目标： 用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。 六、教学策略:
英语短篇小说教程 虞建华 高等教育出版社 课后答案
K e y s t o U n i t T w o (1) I. B. Singer: The Washwoman (2) Frank Sargeson: A Piece of Yellow Soap 1) Questions for Discussion: (Suggested answers for reference) (1) Does the piece of washing soap have the “power”as the narrator tells us? What is the “power” that forces him to take off? (The piece of yellow washing soap is, of course, an ordinary one. The narrator is a “na?ve narrator”who believed that it had some sort of mysterious “power,”while the readers are expected to know better. This power comes from the narrator’s deep sympathy for the tragic fate of the washing woman. Seeing the situation, he simply could not continue to demand the payment which he knew the woman was unable to produce.) (2) In this Unit, we have two stories about two washwomen. There are a lot of similar descriptions and common characteristics in the two stories. Find and list them. (They were both reduce to desperation, depending solely on washing for living. Both were hard-working and uncomplaining, quietly but almost heroically bore their burden and struggled for a hard existence. The author describes their common feature –the white and shrunken fingers –as symbol of suffering in the lives of the working people. They both were both dead by the end of the stories.) (3) The two first-person narrators tell two stories of two washwomen who shared similar tragic fate. Discuss the differences in the narrators that result in the differences in the way the two short stories are told. (Singer’s narrator knows more and tells more about the washing woman, often making direct comments and revealing his own feelings about the life of the woman whose story he is telling. He frequently emphasizes that what he is telling is real, and hints that the story has significance. The narrator’s voice is very close to the author’s. Please see more in “Reading Tips” on page 11. On the other hand, Sargeson’s narrator is a na?ve one, that is, the narrator’s understanding is purposely made shallow, and the reader need find by himself the real meaning in the situation. So the narrator stands at some distance from the author. Please see more in “Reading Tips” on page 15. Therefore, in Text I, we, as readers, are basically “given”or “received”the story, while in Text II, we need to participate imaginatively in the story to “dig out” the true meaning the na?ve narrator has left unexplained.) 2) Explanation and Interpretation:
英语短篇小说-菊花
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的文学现象，如浪漫主义，现实主义，自然主义，现代主义等。期间穿插讲授英语小说的基本要素和欣赏方法，采用讲授和学生讨论相结合的方式使学生在实际阅读的过程中学会如何欣赏文学作品。 七、教学安排 周数与内容 1.Introduction of fiction and its elements 2.John Steinbeck: The Chrythansmums 3.John Steinbeck: The Chrysanthemums 4.John Steinbeck: The Chrysanthemums 5.John Steinbeck: The Chrysanthemums 6.Ernest Hemingway: A Clear, Well-Lighted Place 7.Ernest Hemingway: A Clear, Well-Lighted Place 8.William Faulkner: A Rose for Emily 9.William Faulkner: A Rose for Emily 10.William Faulkner: A Rose for Emily https://www.360docs.net/doc/971015573.html,nston Hugues: Early Autumn 12.James Joyce: Araby 13.James Joyce: Araby 14.O. Henry. The Gift of the Majgi/Guy de Maupassant: The Diamond Necklace 15.Virginia Woolf: Kew Gardens 16.Virginia Woolf: Kew Gardens 17.Virginia Woolf: Kew Gardens 18.Final Examination 八、教材：《世界短篇小说教程》 白凤欣冯梅姬生雷李正栓编著河北教育出版社 九、参考文献： Allen, Walter. The English Novel:A Short Critical History. New York: Dutton, 1954 Brooks, Cleanth. and Warren P. Robert. Understanding Fiction. Beijing: Foreign Language Teaching and Research Press, 2004. Humalian, Leo, and Frederick R. Karl. The Shape of Fiction.New York: McGraw-Hill Book Company, 1978. Pickering, James H. Fiction 100, An Anthology of Short Stories. New York: Macmillan Publishing Company, 1988. DiYanni, Robert. Literature Reading Fiction, Poetry, Drama, and the Essay (2nd ed.) New York: McGraw-Hill Publishing Company, 1990. Robert, Edgar V. and Jacobs, Henry E. Fiction: An Introduction to Reading and
《英语短篇小说教程》练习参考答案unit7
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英语短篇小说选读
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