College English
Reading & Translation 邵名莉
Beijing Normal University mingli_shao@bnu.edu.cn
Introduction about College English ?Listening
?Reading
?Translating
?Speaking
?Writing
Listening
?Mainly self study
?Free hours for on-line study each week
地点在：电子楼. 使用免费机时的同学去电子楼机房上机，需要先做指纹认证，认证地点 在电子楼209室。（听力网上名单目前没有录入，我们将尽快联系人员录入.) ?新理念大学英语学习平台:http//gwkc.bnu.edu.cn:8080/NPELS； 用户名：学号。密码：11111111 （待定）
?Listening Assessment: two quizes (on class) 30% of the final score.（part of the quiz content is from the text you’ve learned.) Reading & Translation
?About the Course
1) Course objective 2) Course content 3) Teaching method 4) Assessment method
?Seven Principles
?Eight Secrets for Top Students
Course Objective
?This course integrates intensive reading,extensive reading and translation into one course. ?It aims to:
?develop their language skills, esp. reading and translating ?increase students’ knowledge of English, and of the world ?Enhance their comprehensive ability in using English. ?Introduce them some learning strategies
?Help them to develop their own good learning habits ?enhance their self-learning abilities ?…
What to teach?
?Text book: College English (Perking University Press)
?For this term, we focus on Book 2 and Book 3, from which we choose eight units to study,
particularly:
Book 2 Unit 1 How Boys Become Men Book 2 Unit 4 My Father’ s Shadow Book 2 Unit 5 What Are Friends for? Book 2 Unit 7 Living History
Book 3 Unit 1 A Fable for Tomorrow Book 3 Unit 3 The Company Man
Book 3 Unit 4 My Friend , Albert Einstein Book 3 Unit 6 The Role of the Undesirables ?Reading skills, translation skills … Reading skills
?1． Guessing the words ?2． Reading for main ideas ?3． Reading for main details
?4． Distinguishing facts and opinions ?5． Scanning and skimming ?6． Predicting
?7． Understanding idiomatic expression
Reading skills
?8． Understanding figurative language ?9． Denotation and connotation ?10. Reading between the lines
?11. Recognizing paragraph patterns ?12. Identifying the writer’s purpose
?13. Types of reading comprehensive questions
翻译技巧
?注意词义的轻重 ?注意词义的褒贬
?注意一词多义 ?注意词类的转换
?注意词的增补、重复与省略 ?肯定与否定译法（正反译法） ?定语的翻译 ?状语的翻译
?分词短语的翻译 ?成语的翻译
翻译技巧
?专有名词和专门术语的翻译
?被动语态的翻译 ?名词从句的翻译 ?状语从句的翻译
?定语从句的翻译 ?长句的翻译
? ① 顺译法 ? ② 倒译法 ? ③ 拆译法
How to teach? ?Before class:
Students preview and mark the place they do not understand. ?On class:
Teacher explains difficult and important points and introduce some background knowledge to help students better undertand the texts.Teacher extends and bring in more knowledge. ?After class:
students finish assignments, do review and self-study to consolidate what they learn, even to learn what they haven’t learnt on class. What about my score? Assessment
Participation + Quiz (week 11暂定) + Assignment : 40% Participation (采取倒扣分：无故缺席一次扣一分） Quiz: mainly focus on what you have learned
Assignment: 2 book summaries (5%,采取倒扣分制，缺一篇扣2分，缺两篇扣5分)
Final examination: 60%
期末考试占，采取闭卷考试，重点考查学生的语言能力。 Selected Books & articles ?简爱 (Jane Eyre)
?傲慢与偏见(Pride and Prejudice) ?苔丝 (Tess of the D'Urbervilles) ?雾都孤儿(Oliver Twist)
?白衣女人(The woman in white)
For this term, you choose two books from the above and write sumarries which are to be handed in at the end of the term.
?白 杨 礼 赞(Tribute to the White Poplar) ?故都的秋 (Autumn in Peiping) ?书籍 (My Books) ?匆匆 (Rush)
You need to read them all according to the order given. Part of the paragraphs will be tested in the quiz and final exam. You are expected to …
?Preview before every class, and review after class. ?Discuss warmly on class ?Devote more time after class
?Be confident of being able to be better than the teacher sooner or later.
Our home
?BB平台：www.bb.bnu.edu.cn
用户名和密码为选课系统时的用户名和密码
?QQ group: 71562263(三人行，必有我师)
Are you ready?
Adapt yourself to college life “Change”
?You become an active learner from a passive learner.
?You have to learn to self regulate: plan for yourself, control yourself, reflect on yourself… No one
will force you.
?Find your own way of effective learning.
?Remember: no pains, no gains. So, in this sense, college life is still the same as that in Senior high.
Seven Principles
For Good Practice in Undergraduate Education
1. Encourages Contact Between Students and Faculty
?Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and future plans.
2. Develops Reciprocity （互惠） and Cooperation Among Students
?Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good
work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one’s own ideas and responding to others’ reactions sharpens thinking and deepens understanding. 3. Encourages Active Learning
?Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves. 4. Gives Prompt Feedback
?Knowing what you know and don’t know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves. 5. Emphasizes Time on Task
?Time plus energy equals learning. There is no substitute for time on task. Learning to use one’s time
well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty.
6. Communicates High Expectations
?Expect more and you will get more. High expectations are important for everyone—for the poorly
prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts. 7. Respects Diverse Talents and Ways of Learning
