《英美散文选读》课程教学大纲
13.《英美文学》教学大纲
《英国文学史及选读》教学大纲课程编号：031B10一．课程说明本课程总学时72，学分4分，课程类别：专业必修课，授课对象：四年制英语专业3年级学生。
课程英文名称：History and Anthology of English Literature History 二．课程性质和教学目的：英国文学课程是英语语言文学专业本科段的必修课程，是为培养和检验英语专业高年级学生英国文学的基本理论知识和理解、鉴赏英国文学原著的能力而设置的一门专业理论课程。
设置本课程旨在使学生初步获得英国文学的基础知识，对各个时代最有代表性的作家及其代表作的思想性和艺术性有个大概的了解，对各个时期的文艺思潮和各主要作家的风格和语言艺术有个基本的概念，从而使学生对英国文学形成与发展的全貌有一个大概的了解；并提高学生对英国文学原著的阅读能力，欣赏能力和分析批判能力。
二．课程内容，基本要求及学时分配：《英国文学史及选读》1．Part I The Anglo-Saxon Period 4 periods Beowulf2．Part III Geoffery Chaucer 2 periods The Canterbury Tales(General Prologue)3．Part IV The Renaissance 6 periods William Shakespeare--- Hamlet (Act III, Scene I), Sonnet 29, Sonnet 1064．Part V The 17th Century 8 periodsThe Period of Revolution and RestorationJohn Milton--- Paradise Lost (Book I)John Bunyan --- The Pilgrim’s Progress (Vanity Fair)5．Part VI The 18th Century 8 periods The Age of Enlightenment in EnglandDaniel Defoe--- Robinson CrusoeJonathan Swift--- Gulliver’s TravelsHenry Fielding--- The History of Tom Jones, a FoundlingWilliam Blake---The Chimney SweeperRobert Burns--- A Red, Red RoseThomas Gray--- Elegy Written in a Country Churchyard6．Part VII The Romantic Period 12 periods Romanticism in EnglandWilliam Wordsworth--- I Wandered Lonely as a Cloud, The Solitary ReaperLord Byron--- Don Juan (From Canto III The Isles of Greece)Percy Bysshe Shelly--- Ode to the West WindJohn Keats--- Ode to a Nightingale, To AutumnJane Austen--- Pride and Prejudice (Chapter I)7．Part VIII The Victorian Age 10 periods Critical Realism in EnglandCharles Dickens--- Oliver TwistGeorge Eliot--- Adam BedeCharlotte Bronte--- Jane EyreRobert Browning--- My Last Duchess8．Part IX Twentieth Century Literature 10 periods Transition from 19th to the 20th Century in English LiteratureThomas Hardy--- Tess of the D’ubervillesJohn Galsworthy--- The Forsyte Saga (The Man of Property)George Bernard Shaw--- Mrs. Warren’s ProfessionD. H. Lawrence--- Sons and LoversVirginia Woolf--- Mrs. Dalloway三．教材及参考书：1.William H. Crawshaw . The Norton Anthology of English Literature.2.Chen Jia. A History of English Literature, V olume I-IV. Beijing: TheCommercial Press, 1994.3.Annette T Rubinstein. The Great Tradition in English Literature fromShakespeare to Shaw, 陈安全等译，上海译文出版社，1987年4月版。
英美散文选读教参
使用说明1．《教师手册》包括三部分：About the Author 〔作者简介及课文出处等、About the Text 〔难句分析、语言点、修辞等、Keys to Exercises。
2．作者简介及难句分析和语言点的部分内容已收入教材的"注释"〔Notes and Commentary,请教师在讲解前仔细核对。
3．"练习答案"只提供第二至第五部分〔即词汇、完型填空、改错、中译英习题的答案。
第一部分〔Questions for Comprehension and Discussion涉及对课文内容的分析、作者态度或立场的归纳评论、以及修辞手段的运用等,没有标准答案。
教师可以在组织学生进行讨论、辩论、角色扮演或提问时灵活处理,适当提供背景知识、相关词汇等,引导学生得出比较合理的结论。
4．中译英和英译中的答案仅供参考。
5．练习经过多次修改,恐有不少错漏。
不便之处,敬请谅解。
欢迎使用者批评指正。
编者20XX6月Unit One How To Grow OldAbout the authorBertrand Arthur William Russell, 3d Earl, 1872-1970, British philosopher, mathematician, and social reformer; b. Wales. The grandson of Lord John Russell, the 1st Earl Russell, he succeeded to the earldom in 1931. While teaching at Cambridge Univ. Russell produced his most important works, Principles of Mathematics<1903> and, with Alfred North WHITEHEAD, Principia Mathenetica <3 vol., 1910 – 13>, in which he attempted to show how the laws of mathematics could be deduced from the basic axioms of logic. His work influenced on 20th-cent. symbolic logic, SET theory in mathematics, and LOGICAL POSITIVISM, especially in the work of his student Ludwig WITTFENSTEN. An undogmatic but zealous rationalist, Russell was deeply convinced of the logical independence of individual facts and the dependence of knowledge on the data of original experience. Well known for his social views, he was an active pacifist during World War I. In 1927 he and his wife founded the highly experimental Beacon HillSchool. His liberal views on marriage, sex, adultery, and homosexuality made him controversial during most of the 1930s. He abandoned pacifism during World War II in the face of the Nazi threat but reverted to it after the war, becoming a leader in the "ban the bomb" movement to halt the manufacture of nuclear weapons. In the 1960s he and Jean-Paul SARTRE organized European opposition to U.S. involvement in the Vietnam War. Russell’s radicalism kept him from a traditional academic career, and he supported himself chiefly by his writings, many of them widely read, e.g., Marriage and Morals<1929>, A History of Western Philosophy<1945>, and his autobiography <3 vol., 1967-69>. In 1950 he was awarded the Nobel Prize in literature.Ressell had one of the most widely varied and persistently influential intellects of the 20th century. During most of his active life, a span of 3 generations, Russell had at any time more than 40 books in print ranging over philosophy, mathematics, science, ethics, sociology, education, history, religion, politics and polimic. The extent of his influence resulted partly from his amazing efficiency in applying his intellect <he normally wrote at the rate of 3000 largely unaltered words a day>, his memory, and his aristocratic independence, and partly from his deep humanitarian feeling that was the main spring of his actions. His first major undertaking in the field of logic and mathematics had a profound influence upon philosophy in the western world. In his middle years, his books on morals, politics, education, pacifism, and other subjects were an illumination and encouragement to the rebellious layman. Finally, during the last decades of his life <just as he felt himself in danger of becoming respectable by sheer weight of years>, he became an inspiration to idealistic youth throughout the world in his active opposition to the manufacture of H-bombs and to the war in Vietnam."How to grow old" was taken from his book Portraits from Memory, which was published in 1956._________________________________About the textTheme of the text:How not to grow oldStructure:Para 1 IntroductionPara 2-5 The way of not getting oldParagraph 6 ConclusionPara 1In spite of the title, this article will really be on how not to grow old, … … ---- A surprising beginning? A way to attract attention? Or a kind of skill to start a passage in a most direct and straightforward way?My first advice would be to choose your ancestors carefully. ---- Can you? Please notice the tone <humorous?> in the first part of the paragraph concerned with describing his ancestors.as regards ---- <also with regard to, in regard to> a phrase indication what one is saying applies to the fact they have just mentionedAs regards the car, I put an advertisement in the paper.With regard to the gas fire, we hardly use it.My upbringing was fairly strict in regard to obedience and truthfulness.… … was cut off in the flower of his youth at the age of sixty-seven, … … ----What a metaphor! And the latter part of the sentence is even more unexpected. In the sentence, we also find the use of euphemism <= a polite word or expression that people use when they are talking about something which they or other people find unpleasant or embarrassing, such as death or sex>. Some nor examples are given below:● A man is helping the police with inquires. <A suspected criminal is detained by the policeand probably under close arrest.>● A large accident <= the explosion of a nuclear power station>●Armed emergency <= a small-scale war in which large numbers of people are being killed,buildings destroyed, etc.>●under-achiever <= a school-child who is backward or merely bore form the neck upwards> ●The locus of evaluation <= the classroom>●Lower ability group <= s low learners>● A member of the lower socio-economic bracket <= a poor person>●Terminal illness <= a fatal illness>cut off ---- stop something, esp. speech or the supply of electricity, gas, water, etc.If this bill is not paid within five days, your gas supply will be cut off.If you speak for too long, the chairwoman will cut you off.If you are having a phone conversation and you are cut off <=lose communicationwith the person you are speaking to>, phone the operator.who was a friend of Gibbon ----usually we say "a friend of so-and-so’s". When we want to emphasize the idea that somebody is one of the friends of a famous person, then we say "He is a friend of so-and-so."Gibbon ---- Gibbon, Edward, 1734—94, English historian. He is the author of The History of the Decline and Fall of the Roman Empire<6 vol., 1776—88>, one of the most influential historical works of modern times. Gibbon also wrote a subtle and interesting autobiography, Memoirs of His Life and Writings <1796>. He served in Parliament from 1774 to 1783. GirtonCollege ----The first women’s college at CambridgeUniversity, founded in 1896.word ---- <archaic> speakrelate ---- <fml or literary> tell <a story> or describe <a series of events>She related the events of the past week to the police.He relates how at the age of 23 he was interned in a prison camp.melancholy ----unhappiness or sadness, esp. that which is felt for a long period of time and without any obvious reasona melancholy piece of musicmelancholy autumn daysHe is an actor who is famous for roles full of sentimental melancholy.part from ---- separate fromTo be parted from him even for two days made her sad.dismal ---- sad and without hopeThe outlook is dismal ---- no-one thinks he is going to get better."madre snaturale" ---- <Italian> Literally, an unnatural mother. The phrase means here "What an extraordinary mother!"her recipe ---- her way of doing thingsthe proper recipe for remaining young ----that is to keep oneself busy. {"Growing old is no more than a bad habit which a busy man has no time to form." --- AndréMaurois <1885—1967>, French author, critic. The Art of Living, "The Art of Growing Old"<1940>.}still less ---- <also much less> let alone; not to mention <to make a negative statement stronger> At the age of fourteen I had never even been on a train, still less an aircraft.brevity ---- lasting only a short time; shortnessThe first of these two poems is an anguished reflection on the brevity of life.<Nor will the old people, once they manage to keep themselves busy with some wholesome things, be haunted by the thought that their days are numbered.>Para 2As regards health, I have nothing useful to say since I have little experience of illness. ---- It seems that many others have many things to say about their experience of living a long life. You might try your students to see whether they happen to know any of tho se different ‘recipes’ offered by different people on different newspapers, or the same newspaper at different times.on the ground ---- a phrase used to introduce the reason <cause or argument> based on a <the> fact or belief <that>An EU national could not be deported solely on the ground of his conviction.She is suing the company on the grounds of unfair dismissal.Do you have any ground for suspecting them?We have grounds to believe that you have been lying to us.He refused to answer on the grounds that she was unfairly dismissed.mostly ---- The word is used to indicate that a statement is generally true, for example, true about the majority of a group of things or people, or true most of the time.The men at the party were mostly fairly young.A rattlesnake hunts mostly at night.Para 3absorption ---- If you have an absorption in something, you are so interested in it that it takes up a lot of your time and energy.With his new appointment in 1911, his absorption shifted.Her absorption in her work < = giving of all her attention to it > is so great that shethinks about nothing else.It does not do to live in memories … ---- For old people, thinking of the past will not bring them any goodness. Compare the idea with the following lines by W. B. Yeats:When you are old and gray and full of sleep,And nodding by the fire, take down this book,And slowly read, and dream of the soft lookYour eyes had once, and of their shadows deep …One’s own past is a gradually increasing weight ---- When people are getting old, they tend to spend more time thinking of their past experiences, which will prove to be a big burden for them. If this is true it should be forgotten, and if it is forgotten it will probably not be true. ---- Self-deceivi ng <to plug one’s ears while stealing a bell> is obviously not to be encouraged, but in some cases, especially for old people, it is not always unhelpful.Para 4clinging to youth ----used predicatively, the phrase means showing undue interest in one’s children after they have grown up.<If you cling to an idea or a way of behaving you continue to believe in its value or importance, even though it may no longer be valid or useful, e.g. cling to old, inefficient method of doing things>sucking vigour from its vitality ---- When an old person wants to be young-at-heart by indulging himself in the good old days, he is simply trying to go south by driving the chariot north.callous ---- unkind or cruel; without sympathy or feeling for other peopleIt might sou nd callous, but I don’t care if he’s homeless. He is not living with me.He is so callous about it all.contemplative ----"in quiet withdrawal" ??? Literally the word means ‘considering <a particular thing> for a long time in a serious and quiet way’ <e.g. Her mood is calm and contemplative.>philanthropic ---- showing generosity towards other people and in a sincere way to help them, esp. by giving money <to poor people>Few companies offer money purely as a philanthropic gesture ---- they ‘re usually aftersomething in return.… owing to the length of infancy ---- because of the fact that human being spends much more time bringing up their offspringPara 5impersonal ----not involving or relating to any particular person; not being influenced by personal feelingsThe teacher’s criticism of the class was impersonal.She mentioned no names in her impersonal criticism of the staff.<cf. Hospitals always seem such impersonal places < = a place lacking human warmth and interest > ---- rows of identical beds in dull gray rooms. She has a very cold and impersonal manner.>… wisdom born of experience … ---- wisdom as a consequence of long and varied experience; ‘ born of ’ means coming fromHe was born of a noble/wealthy family.Love is born of heart, not mind.His wish to become a doctor was born of a desire to help sick people.exercise ----If you exercise authority, rights, responsibilities, etc. you use them well and effectivelyChinese culture used to exercise considerable influence in western countries.They have no intention of exercising restraint.It is a book designed to help you exercise the right to buy your council house.concern oneself with ----give one’s attention to something, because you think it is important The people hope that t oday’s cadres concern themselves as deeply as Jiao Yulu with thewell-being of the masses.render ---- give; provide <assistance, help>We’ll not forget those who rendered us help in time of need.Para 6In the young there is a justification for the feeling. ---- It is reasonable and understandable if young people ‘ are oppressed by the fear of death ’. ‘ Justification ’ indicates ‘ a good reason or explanation for doing something ’. e.g.We all have justification for what we do.There’s no justificati on for higher rate interests.< be > cheated < out > of ---- be unfairly prevented from obtaining or achieving something < that should belong to one >He thought that he had been cheated of some of his wages by his employer.She claimed that her cousin had cheated her out of her inheritance.The French team feel the weather cheated them of their victory.whatever work it was in him to do ---- whatever work he had the ability to do.abject ---- < of a person or behaviour > not having any respect for yourself; not proud or brave an abject coward/beggaran abject apology/requestThis policy has turned out to be an abject failure.ignoble ---- < esp. of behabiour > that you should be ashamed ofan ignoble action/ideaShe is accused of playing an ignoble part in the plot.until bit by bit the walls of the ego recede ---- Until gradually a person becomes one with the universe.and your life becomes increasingly merged in the universal life ----毛主席也说过要把自己有限的生命投入到无限的为人民服务中去。
英语散文选读教案模板范文
课时安排： 2课时教学目标：1. 知识目标：- 学生能够正确理解散文《秋天的声音》的主要内容和主题。
- 学生能够识别并理解散文中的修辞手法，如拟人、比喻等。
2. 能力目标：- 学生能够运用英语进行散文的朗读和复述。
- 学生能够通过小组讨论，提高合作学习和批判性思维能力。
3. 情感目标：- 学生能够感受散文中描绘的秋天的美丽和宁静，培养对大自然的热爱之情。
- 学生能够通过阅读，提升审美情趣和人文素养。
教学重点：- 散文《秋天的声音》的主要内容和主题。
- 散文中使用的修辞手法及其效果。
教学难点：- 理解散文中的象征意义和深层含义。
- 情感态度的把握和表达。
教学准备：- 散文《秋天的声音》的文本。
- 相关图片或视频资料，以辅助教学。
- 多媒体教学设备。
教学过程：第一课时1. 导入：- 利用多媒体展示秋天的图片或视频，引导学生回忆秋天的景象，激发学生对散文的兴趣。
2. 阅读理解：- 学生独立阅读散文《秋天的声音》。
- 教师提出问题，引导学生思考散文的主题和内容。
3. 词汇学习：- 教师带领学生学习散文中出现的生词和短语，并进行例句讲解。
- 学生进行词汇练习，巩固所学词汇。
4. 修辞手法分析：- 教师引导学生分析散文中使用的修辞手法，如拟人、比喻等。
- 学生举例说明这些修辞手法在散文中的作用。
5. 小组讨论：- 将学生分成小组，讨论散文中的象征意义和深层含义。
- 每组选派代表进行发言，分享讨论成果。
6. 总结：- 教师总结本节课的学习内容，强调散文的主题和修辞手法的重要性。
第二课时1. 复习：- 回顾上节课的学习内容，检查学生对散文的理解程度。
2. 朗读和复述：- 学生分角色朗读散文，注意语音、语调和节奏。
- 学生尝试复述散文的主要内容，提高语言表达能力。
3. 写作练习：- 教师布置写作任务，要求学生根据散文的内容，写一篇短文，描述自己心目中的秋天。
- 学生独立完成写作，教师进行指导和批改。
4. 课堂展示：- 学生自愿展示自己的写作成果，其他学生进行评价。
《美国文学作品选读》课程教学大纲
《美国文学作品选读》课程教学大纲、课程信息二、课程目标通过本课程的学习，学生应达成以下目标：1.运用所掌握的英语技能学习了解具体作家的文学生涯，创作思想，艺术特色和所属流派。
2.运用习得的学科技能理解代表作家的经典作品，并能分析评价作品的主题思想，人物形象，篇章结构、语言特点、修辞手法、文体风格，从而提高文学作品阅读鉴赏力。
3.掌握文学批评的基本知识和方法，对重要的文学术语有相当的了解并能在文学批评中加以运用。
4.了解西方文学及文化，提高对文化差异的敏感性、宽容性，培养对作品的洞察批判能力，从而丰富提升学生人文素养。
5.形成正确的人生观、世界观和价值观及较强的批判思维能力。
课程目标对毕业要求的支撑关系表三、教学内容与预期学习成效四、成绩评定及考核方式[1]陶洁.《美国文学选读》（第三版）.北京：高等教育出版社，2011.1.主要参考书[1]常耀信.《美国文学简史》（第三版）南开大学出版社，2008.[2]刘海平、王守仁.《新编美国文学史》：上海外语教育出版社，2002.[3]隋刚.《美国文学旧作新读》.北京：外文出版社，1998.[4]常耀信.《漫话英美文学》.天津：南开大学出版社，2004.[5]杨金才.《新编美国文学史》（第三卷）.上海外语教育出版社，2000.[6]童明.《美国文学史》.南京：译林出版社，2002.[7]董衡巽.《美国文学史》.北京：人民文学出版社，1986.[8]杨岂深，龙文佩.《美国文学选读》.上海：译文出版社，1985.[9]钱青等.《美国文学名著精选》，（上，下）.商务印书馆，1995.[10]姜涛.《美国诗歌赏析》.北京：新华出版社，2006.[11]蒋洪新.《英美诗歌选读》.长沙：湖南师范大学出版社，2004.[12]吴伟仁.《美国文学史及选读》，（一、二册）（第一版）.北京：外语教育与研究出版社，1998.[13]程爱民.《美国文学阅读教程》.南京：南京师范大学出版社，1999.[14]庞好农、陈许.《新编英美文学概论》.汕头：汕头大学出版社，2001.[15]常耀信.《美国文学选读》.天津：南开大学出版社，1991.[16]李正栓、李翠婷.《美国文学学习指南》.清华大学出版社，1998.[17]胡荫桐、刘树森.《美国文学教程》.天津：南开大学出版社，1995.。
《英美报刊选读》课程教学大纲
《英美报刊选读》课程教学大纲课程英文名称：English Newspaper Reading课程编码：050220046总学时：32 实验学时：0 学分：2适用对象：专业英语四年级学生先修课程：无一课程性质、目的和任务1. 课程性质：本课程为英语专业大学本科生必修的一门基础课程。
2. 教学目标与要求：培养学生阅读英美报刊杂志的能力。
通过教学使学生熟悉英美报刊杂志文章的一般特点，掌握分析文章的思想观点、篇章布局、语言技巧及文体修辞等知识，进一步提高学生的阅读理解能力和思想表达能力，从而更深入地了解西方文化，特别是英美文化。
培养学生对文化差异的敏感性、宽容性以及处理文化差异的灵活性，继而提高其创新能力。
本课程要求教学内容选题广泛且具有一定的难度，文章题材涉及英美主要国家的社会、政治、经济、战争、环保、人口、国际关系、科学技术等诸多方面。
二、教学内容及要求导论：英语报刊新闻知识综述授课学时：2基本要求：1-1 新闻的定义。
1-2 新闻的结构。
1-3 新闻的分类。
1-4 新闻的语言特点。
1-5 新闻的来源。
重点：新闻的分类及语言特点。
难点：新闻的结构。
Chapter 1 Politics授课学时：4基本要求：1-1 Analysis of Text A: Clinton Falls into the Inspirational Gap1-2 Analysis of Text B: Ahead of 3 Primaries, a Dash about Chesapeake1-3 Exercises重点：The structure of political news reports; the common devices for the purpose of objectivity 难点：Writing techniques and devices to achieve the goal of objectivityChapter 2 Education授课学时：4基本要求：1-1 Analysis of Text A: Freshers’ guide, How to balance the books1-2 Analysis of Text B: Mindless Maths’ Turns Students Off1-3 Exercises重点：Imperative sentences, modal verbs难点：How to grasp the attitude of the authorChapter 3 Science and Technology授课学时：4基本要求：1-1 Analysis of Text A: Nicholas Wade1-2 Analysis of Text B: Ben Webster1-3 Exercises重点：How to write the lead paragraph of news report, how to express different attitudes难点：Grasp the common pattern of technical articles: Description-Response-Evaluation Chapter 4 Economy授课学时：4基本要求：1-1 Analysis of Text A: The leading crisis as crack epidemic1-2 Analysis of Text B: No sympathy for jobless bankers1-3 Exercises重点：Analysis of “high status” and “low status” source, individual or institutional source难点：How to find clues in articlesChapter 5 Sports授课学时：4基本要求：1-1 Analysis of Text A: Spectacular opening ceremony kicks off Beijing Olympic Games1-2 Analysis of Text B: All eyes on opening ceremony of Beijing Olympics1-3 Exercises重点：Common writing sequence in sports news, e.g. Chronological order; functions of pictures enclosed难点：How to write coherentlyChapter 6 Law授课学时：4基本要求：1-1 Analysis of Text: Laws limit options when a student is mentally ill1-2 Exercises重点：How to propose and ground an argument in an exposition, e.g. figures, instances, and quotations难点：Linguistic devices on legal issues for the sake of objectivity, how to unveil the writer’s implied attitudeChapter 7 Disasters授课学时：4基本要求：1-1 Analysis of Text A: At least 8,600 people are killed in China earthquake1-2 Analysis of Text B: Bridges collapse in Minneapolis kills at least 71-3 Exercises重点：The evaluation function of news report, general structure of disaster reports: description, response and consequence难点：The evaluation function of news reportChapter 8 Comments and Opinions授课学时：4基本要求：1-1 Analysis of Text A: “9.11” investigation report discloses inside stories1-2 Exercises重点：Features of comments and opinions; writing devices including direct quotes, indirect reporting, intensifying addictives and adverbs, model verbs难点：Features of comments and opinions;Chapter 9 Approaches to attitudes in English news texts授课学时：4基本要求：1-1 Analysis of Text A: Virginia Tech gunman ‘worked alone’1-2 Exercises重点：Definition and classification of attitude, the features and sources of attitude, ways of how to approach attitude难点：How to construct a piece of news meaningfullyChapter 10 Approaches to the Texture of English News Texts授课学时：4基本要求：1-1 Analysis of Text A: Simpson Guilty in Robbery Trial1-2 Exercises重点：Understanding of writing devices including texture, conjunction, identification and periodicity难点：Text types, types of text structure三、学时分配四、推荐教材及参考书教材：《英语报刊选读》王振华主编高等教育出版社2009年参考书：《英美报刊文章阅读》周学艺主编北京大学出版社2008年《英汉英美报刊词典》周学艺主编外语教学与研究出版社2002年《英文报刊导读》马建国主编外语教学与研究出版社2002《报刊英语》苗普敬主编河南大学出版社2003年《报刊英语研究》张健主编上海外语教育出版社2006年五、课程考核课程成绩中期末考试成绩占70%，平时成绩占30%。
youth英美散文欣赏教学设计
散文是一种散发自由、情感和理性并重的文体，其精美的语言和深刻的内涵常常让人感受到生活的美好和哲理的深刻。
本次英美散文欣赏教学设计旨在引导学生欣赏和理解英美散文的魅力，培养学生的文学鉴赏能力和文学修养，提高他们的语言表达能力和思维深度。
一、散文欣赏教学设计目标1. 帮助学生了解散文的特点和发展历程，培养学生对散文的兴趣和热爱；2. 引导学生欣赏英美优秀散文，提高他们的文学鉴赏能力和审美水平；3. 培养学生的语言表达能力和批判性思维，提高他们的阅读和写作水平；4. 培养学生的人文素养和情感体验能力，促进他们的情感、态度和价值观的塑造。
二、散文欣赏教学设计内容1. 散文基本概念及特点的讲解- 通过课堂讲解和多媒体辅助，向学生介绍散文的基本概念和特点，包括散文的起源、发展历程、文体特点等，引导学生了解散文的表现形式和精神内涵，增强对散文的认知和理解。
2. 英美散文名家作品的欣赏- 选择英美散文经典作品，如埃德加·爱伦·坡的《乌鸦》、爱默生的《自然》等，进行精读和解读，帮助学生欣赏和理解这些优秀散文作品的意境、内涵和风采，培养学生对英美散文的鉴赏能力。
3. 精读散文及分析- 在课堂上导读、讲解和分析一些经典的、具有代表性的英美散文，引导学生进行精读和分析，学习散文的语言、结构、意境和修辞手法，提高学生的语言表达能力和批判性思维。
4. 学生散文写作- 针对所学散文进行写作训练，要求学生通过模仿、创新和发挥，写出符合散文文体特点的短文，培养学生的写作技巧和表达能力，提高他们对散文的理解和应用能力。
5. 学生作品展示和讨论- 安排学生展示他们的散文作品，进行集体讨论和评议，向学生展示和推广优秀的散文作品，提高学生的文学鉴赏水平和审美情趣，激发学生的写作热情和创作激情。
三、散文欣赏教学设计方法1. 多种教学方法的结合- 结合课堂教学和课外阅读，采用讲授、讨论、分析和写作训练等多种教学方法，以提高学生的学习兴趣和积极性，培养学生对散文的深入理解和感悟。
《英美文学》教学大纲-
《英美文学》教学大纲课程中文名称：英美文学课程英文名称：English and American Literature学分：2 总学时：36课程性质：学位专业课适用研究生专业：英语语言文学一、本课程的性质和任务《英美文学》为英语语言文学的一门专业课。
本课程主要讲授英美文学史，同时，适当增加名家作品选读和中外名家作品比较，以及中西文学批评与美学理论介绍等，旨在提高学生文学修养、增强审美能力的人文素质内容。
本课程要求学生了解文学作品的基本结构，掌握欣赏和评价文学作品的基本方法。
通过阅读原著，分析作品，建立阅读文学经验，为文学研究及文学实践批评提供必要的铺垫。
帮助学生宏观把握英美文学的发展进程，并加深对重要文学流派、重要作家的理解和认识；指导学生阅读文学作品和相关论著，为独立撰写学位论文作准备。
二、本课程的教学内容和基本要求Ⅰ.教学内容：a.英国文学1．古代和中世纪英国文学2．文艺复兴时期的文学：文艺复兴的兴起，人文主义思想，文艺复兴时期的文学渊源，英国文艺复兴，宗教改革运动及其影响，伊丽莎白时代的背景、戏剧、诗歌及主要作家3．新古典主义文学：启蒙运动的时代背景、人文观和理性准则，新古典主义的标准，早期古典主义诗歌，中期现实主义小说，后期哥特小说和伤感主义文学，主要作家4．浪漫主义文学：社会政治经济文化背景，法国大革命的影响，浪漫主义文学的渊源，浪漫主义文学的基本主张和特点，诗歌、小说、戏剧及主要作家5．维多利亚时期的文学：时代背景，批判现实主义小说，散文，诗歌，主要作家6．现代英国文学：时代背景，20世纪批判现实主义文学，现代主义文学（后现代）的兴起和衰弱，现代主义文学的特点，主要代表作家b.美国文学1．浪漫主义文学：清教主义思想，超验主义，欧洲浪漫主义文学的影响，美国本土文学的崛起及其特征，主要作家2．现实主义和自然主义文学：美国南北战争，美国现实主义的先驱，达尔文主义和法国自然主义，占主导地位的美国现实主义小说，地方色彩小说，自然主义小说，主要作家3．现代美国文学：两次世界大战期间的美国文学，移居国外的美国人，马克思主义和弗洛伊德学说，欧洲现代派艺术，诗歌：意象派，象征主义，跨掉的一代，小说：迷惘的一代，爵士时代，黑人小说，实验小说，戏剧：表现主义，主要作家。
(完整word版)英美报刊选读教学大纲董慧敏
英美报刊选读教学大纲课程英文名称： Journalistic Reading Course学分：2总学时:36授课对象:大学英语四级学生开课学期：2011年9月一．课程的性质、目的与任务本课程是大学英语选修课.在通识教育理念和以内容依托教学的指导下，把学生从枯燥乏味的以语言形式为主体的学习中解放了出来，实现了以语言形式为主体向以内容为主体教学的转化，把英语学习融入了现实的生活之中,实现了以教师为主体向以学生为主体的转化，使学生学有生活,学有内容，学有意义，学有兴趣，学有动力，学有所思，学有话说,学有深度,学有所获的教学效果。
本课程拟实现的目标是：1.学生通过本课程的学习，掌握常见报刊词汇，报刊文章标题的翻译，学会看懂较简单的英美报刊文章，提高阅读和理解英美报刊的能力，了解外刊的语言风格与特色,培养独立阅读外刊的基本功。
2.学习现代语言,增加语言感知的敏锐性，提高英语综合应用能力，增加社会认知能力，培养跨文化交流意识和掌握多学科知识，提高综合人文素质。
3。
通过大量的阅读和讨论，了解国际时事，了解各国的政治、经济、文化、科技等，加强分析能力、思辨能力和创新能力，提高独立思考、解决问题的能力。
通过分组学习，查阅资料，跟踪热点，提高学生自主学习、自治、合作和管理能力。
二．课程主要内容和基本要求本课程要求教学内容选材广泛，选自近两年英美报刊杂志，以热点话题为线,并且文章要有每个教学单元包括：问题（与文章相关导入）;课文(以专题为线的专题报导)；背景（介绍专题的历史、背景、新动向及前景）；注释（针对课文中的词汇、习语、语法、文化知识的难点及对课文的理解给予解释）；阅读理解题;讨论;补充阅读。
导学1。
“英美报刊选读课"目的和全球化人才培养目标（通识教育，内容依托，英语是工具，全球化第三阶段，国际化人才）for information；for enjoyment；for reading ability目的:获得多种多样、多方位多角度的信息；扩大知识面,了解文化，获得乐趣;培养学生用英语进行思维的能力；通过读报,让学生获得更多与人沟通的能力。
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《英美散文选读》教学大纲
一、课程基本信息
课程名称
英美散文选读
Selective Readings of Egnlish and American Essays
课程编码 SFS223721020 开课院部 外国语学院 课程团队 （未设置）
学分 2.0 课内学时 32 讲授 32 实验 0 上机 0 实践 0 课外学时
32
适用专业 英语 授课语言 英语
先修课程
课程简介
（限选）
该课程是英语专业的选修课。本课程旨在通过教师讲解，使学生了解英语散文这一特殊文体，提升英语阅读赏析能力，增加对英语文
化以及语言与文化关系的理解，同时锻炼自身的批判性思维，熟稔部分英语作家，最终能够有效输出英文，达到综合运用的目的。课程的
基本要求是通过对17至20世纪英美名家散文的学习，欣赏名家妙笔，品味精湛的英语语言，培养文学鉴赏能力。
Selected Readings in English and American Essays is a selective course for English majors. This course aims at
improving students’ ability of reading comprehension of English essays which belong to a special genre in literature.
This course would help students know more about the relationship between language and culture, and it would also train
students’ critical thinking ability meanwhile. Students would acquaint with some famous writers and finally this would
help to improve their language output. The basic requirements for this course is that through the study of the essays
from 17th to 20th century, students should learn to appreciate their styles and the exact diction, and this would
improve students’ appreciation of English essays.
负责人 大纲执笔人 审核人
二、课程目标
序号 代号 课程目标
OBE
毕业要求指标点
任务 自选
1 M1
目标1：了解著名的散文家及其作品
是
3.3, 3.4, 4.3, 7.1 3.3, 3.4,
4.3, 7.1
2 M2 目标2：具备英文佳作鉴赏的能力 是 4.3, 7.1 4.3, 7.1
3 M3 目标3：通过阅读经典英美散文，培养西方的抽象思维与认知，提高阅读、写作、翻译能力，提高人是 4.2, 7.1 4.2, 7.1
文素养
三、课程内容
序号 章节号 标题 课程内容/重难点 支撑课程目标 课内学时 教学方式 课外学时 课外环节
1 (Err) (Err) / / / / /
2 第一节 散文简介 英语散文的特点 1.1 破冰活动：自我介绍、课程安排 1.2 英语散文的特点：与中国的散文相对照，英语散文具备主题明确，抽象论述多，修辞手法多等特点 M1,M2,M3 2 讲授 2
作业
3 第二节 E. M. 福斯特的散文 写作手法 2.1 作者简介 2.2 主旨分析：人性的贪婪 2.3 写作手法及修辞：文章结构紧凑，主旨鲜明，且运用了很多修辞手法 M1,M2 4 讲授 4
作业
4 第三节 弗吉尼亚•伍尔芙的散文 作者的思想、散文主题及写作特色 3.1 作者简介：伍尔芙所在的布卢姆斯伯里团体 3.2 散文主题：对人类后生文明的批判 3.3 写作特色：意识流写法 M1,M2 4 讲授 4
作业
5 第四节 英格玛•伯格曼的散文 该散文主题的理解 4.1 作者简介：著名导演及剧作家 4.2 散文主题：电影与文字的关系，伯格曼对于艺术家的理解；段落划分 4.3 写作特色：描写、类比 M1,M2 4 讲授 4
作业
6 第五节 A. 赫胥黎的散文 哲学思想及主题的理解，字词句 5.1 作者简介：著名的赫胥黎家族的简介 5.2 散文主题：表面为对月之冥思，实则探讨人类与宇宙的关系 5.3 修辞手法：排比、类比、描写、对比、比喻、拟人等 M1,M2 4 讲授、讨论 4
作业
7 第六节 麦克斯•比尔博姆的散文 学习如何运用简单的小词写出幽默的语言 6.1 作者简介：漫画家 6.2 散文理解：幽默的文风，简单的小词，犀利的思想，场景的营造 6.3 写作手法：讽刺 M1,M2 4 讲授、讨论 4
作业
8 第七节 散文写作 散文写作 学习如何写作英文散文 7.1 上下文衔接，句子之间的连贯 7.2 通过散文实例，分析英文散文的行文逻辑 M3 4 讲授、讨论 4
作业
9 第八节 吉尔伯特•基思•切斯特顿的散文 散文主题的理解 8.1作者简介 8.2 散文主题的理解：国家民族的特性 8.3 散文特色：修辞 M1,M2 4 讲授、讨论 4
作业
10 第九节 M. 斯科特•派克的散文 爱的主题 主题的理解，人类为何陷入爱河 M1,M2 2 讲授、讨论 2
作业
四、考核方式
序号 考核环节 操作细节 总评占比
1 课堂表现 记录学生出勤，上课精神状态及课堂参与情况。 20%
2 平时作业 根据课堂内容，布置课后作业。包括口头语书面作业，个人与小组作业。 30%
3 期末考试 闭卷考试 50%
五、评分细则
序号 课程目标 考核环节 大致占比 评分等级
1 M1 课堂表现 30%
A-出勤率高，精神状态饱满，积极参与课堂讨论
B-出勤率较高，精神状态良好，课堂讨论较为积极
C-出勤率一般，精神状态一般，课堂讨论不够积极
D-出勤率低，精神状态较差，很少参与课堂讨论
2 M1 平时作业 30%
A-作业完成及时，质量高，表现出了出色的独立学习或团队协作能力
B-作业完成及时，质量比较高，表现出了较强的独立学习或团队协作能力
C-作业完成比较及时，存在一定的问题，但总体质量尚可，表现出了一定的独立学习或团队协作能力
D-作业不能按时完成，质量很差或抄袭情况严重，缺乏独立学习与团队合作精神
3 M1 期末考试 40%
根据期末考试评分标准判分。
4 M2 课堂表现 30%
A-出勤率高，精神状态饱满，积极参与课堂讨论
B-出勤率较高，精神状态良好，课堂讨论较为积极
C-出勤率一般，精神状态一般，课堂讨论不够积极
D-出勤率低，精神状态较差，很少参与课堂讨论
5 M2 平时作业 30%
A-作业完成及时，质量高，表现出了出色的独立学习或团队协作能力
B-作业完成及时，质量比较高，表现出了较强的独立学习或团队协作能力
C-作业完成比较及时，存在一定的问题，但总体质量尚可，表现出了一定的独立学习或团队协作能力
D-作业不能按时完成，质量很差或抄袭情况严重，缺乏独立学习与团队合作精神
6 M2 期末考试 40%
根据期末考试评分标准判分。
7 M3 课堂表现 30%
A-出勤率高，精神状态饱满，积极参与课堂讨论
B-出勤率较高，精神状态良好，课堂讨论较为积极
C-出勤率一般，精神状态一般，课堂讨论不够积极
D-出勤率低，精神状态较差，很少参与课堂讨论
8 M3 平时作业 30%
A-作业完成及时，质量高，表现出了出色的独立学习或团队协作能力
B-作业完成及时，质量比较高，表现出了较强的独立学习或团队协作能力
C-作业完成比较及时，存在一定的问题，但总体质量尚可，表现出了一定的独立学习或团队协作能力
D-作业不能按时完成，质量很差或抄袭情况严重，缺乏独立学习与团队合作精神
9 M3 期末考试 40%
根据期末考试评分标准判分。
评分等级说明：
[A,B,C,D,E]=[90-100,80-89,70-79,60-69,0-59];[A,B,C,D]=[90-100,75-89,60-74,0-59];[A,B,C]=[90-100,75-89,60-74,0-59];[M,N]=[80-100,0-79]
六、教材与参考资料
序号 教学参考资料明细
1
图书|英语散文选读, 马爱华，赵永青，赵忠德，张雪，井卫华, 北京大学出版社, 2006.（*主教材）
2
图书|英美散文选读, 蒋坚松，陈惠, 湖南师范大学出版社, 2014.（*主教材）
3
图书|英美散文选读, 蒋显璟, 对外经济贸易大学出版社, 2008.（*主教材）
4
图书|当代英美散文名篇选读（上、下册）, 方健壮, 华南理工大学出版社, 2006.（*主教材）