【文章內(nèi)容簡介】 ge 1. Time 2. Byzantine art 4. Oxford tutorial II . Introduction to the Passage 1. Type of literature: a piece of exposition 2. The purpose of a piece of exposition: to inform or explain 3. Ways of developing the thesis of a piece of exposition: parison, contrast, analogy, identification, illustration, analysis, definition, etc. 4. The central thought or thesis III . Effective Writing Skills 1. making effective use of specific verbs and adjectives 2. employing various methods to make the science writing understandable and interesting IV . Rhetorical Devices 1. antonomasia 2. metaphor 3. alliteration V . Special Difficulties 1. understanding the terms connected with puter 2. paraphrasing some plicated sentences VI . Questions 1. What does a miracle chip look like? What is it made of? 2. What is the significance of the puter revolution? 3. Is the puter a humanizing or dehumanizing factor? 5. The author tries to make his science writing interesting and popular. What are some of the methods he employs to achieve this? 選用教材：由張漢熙主編、外語教學(xué)與研究出版社出版的《高級英語》第一冊 Unit Eight: An Interactive Life I. Additional Background Knowledge 1. Broadway 2. Peter Jennings 3. Newsweek II. Rhetorical Devices: 1. metaphor 2. simile III. Introduction to the Passage 1. Type of literature: a piece of exposition 2. The purpose of a piece of exposition: to inform of explain 3. Ways of developing the thesis of a piece of exposition: parison, contrast, analogy, identification, illustration, analysis, definition, etc. 4. The central thought or thesis IV. Effective Writing Skills: 1. making effective use of specific verbs 2. using elliptical and short, simple sentences to achieve certain effect V. Special Difficulties 1. Paraphrasing some sentences 2. Some puter terms VI. Questions 1. What will an interactive life of the future be like? Describe some of its possible features. 2. Why should a person step into the past to get an idea of what the future might bring? 3. How would Peter Jennings bee obsolete? 4. What is called “fake interactive”? 5. Why would video telephony mean an end of anonymous phone calls? 選用教材：由張漢熙主編、外語教學(xué)與研究出版社出版的《高級英語》第一冊。 第二學(xué)期： 本學(xué)期的教學(xué)內(nèi)容：張漢熙主編的《高級英語》第一冊的9至15單元，共68學(xué)時。 教學(xué)安排: 本學(xué)期共學(xué)習(xí)7個單元, 平均每個單元約需9課時，其中背景知識介紹、相關(guān)文化知識介紹約1學(xué)時，課文講解約5學(xué)時,課后練習(xí)約3學(xué)時，其余約5學(xué)時供教師自行安排補充內(nèi)容。 教學(xué)要求: 要求學(xué)生課前對每個單元的相關(guān)文化背景知識作必要的了解，預(yù)習(xí)課文；學(xué)習(xí)用英語對詞語、句子進(jìn)行釋義；認(rèn)識和辨別課文中出現(xiàn)的各種修辭手法；了解英語中各種文體的作用和特點；在老師指導(dǎo)下分析、欣賞文章的寫作技巧、文章的結(jié)構(gòu)、語言特點；學(xué)會查找參考書，并自己動手寫注釋、做筆記等。最終做到能夠較熟練的用英語對某些詞語及句子進(jìn)行解釋。 能準(zhǔn)確地指出文章中的修辭。能欣賞文章中的寫作技巧及結(jié)構(gòu). Unit Nine: Mark TwainMirror of America I. Additional Background Knowledge 1. Mark Twain 2. Tramp printer 3. Confederate guerrilla 4. Philippine Moros II. Rhetorical Devices: 1. Antithesis 2. Alliteration 3. Personification III. Special Difficulties 1. pound nouns and pound adjectives 2. Paraphrasing some sentences 3. Identifying figures of speech 4. Translating some sentences IV. Effective Writing Skills: 1. The requirements of writing a summary 2. Using many elliptical and short, simple sentences to achieve certain effect V. Questions 1. Why is Mark Twain one of America’s bestloved authors? 2. Give a brief account of Mark Twain’s experience before he became a writer. 3. When did Mark Twain bee a pilot on a steamboat?4. What story did he write that made him known as “the wild humorist of the Pacific slope”? 選用教材：由張漢熙主編、外語教學(xué)與研究出版社出版的《高級英語》第一冊 Unit Ten: The Trial That Rocked the World I. Additional Background Knowledge 1. Henry Louis Mencken 2. William Jennings Bryan 3. United States Law II. Effective Writing Skills: 1. making effective use of specific verbs 2. making effective use of description III. Rhetorical Devices: 1. hyperbole 2. transferred epithet 3. synecdoche 4. ridicule IV. Specific Difficulties: 1. runon sentences 2. unnecessary shifts in point of view 3. paraphrasing some sentences 4. identifying figures of speech V. Questions 1. How much do you know about the author from this article? 2. What do you think of the struggles between fundamentalists and modernists? 3. Why was so much atte