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1、Introduction---toadvancestudents’abilitiesintheReadingComprehension---toadvancestudents’abilitiesinthedifferentiationofthesynonyms,antonyms,etcandenlargetheirvocabulary(morethan10,000w)---toadvancestudents’abilitiesintheidentification,appreciationandapplicat
2、ionofthefiguresofspeech(metaphor,simile,metonymy,synecdoche,antithesis,personification,pun,onomatopoeia,parallelism,alliteration,etc.)---tocultivatestudents’abilitiesintrans-cultural---todevelopstudents’skillsinanalysisandparaphrasescommunication(emphasisonc
3、ulturelearning)---tocultivatestudents’abilitiesintheappreciationofwritingsinEnglishoriginalsAnexample:Objectivesofteachingtolearnandmasterthevocabularyandexpressionstolearntoparaphrasethedifficultsentencestocomprehendthewholetexttounderstandthestructureofthe
4、texttoappreciatethestyleandrhetoricofthepassage.Teachingcontent1Teachingmaterial(textbook)30“AdvancedEnglish”Book1---ZhangHanxi(张汉熙主编)---ForeignLanguageTeachingandResearchPress(外语教学与研究出版社)HowtoWriteaBookReport·Thefrontcoverincludes·Title（书名/文章题目）:___________
5、__·Author（作者）:_______________·Classandgrade:_______________·No.ofpagesorno.ofwords（页数或字数）:______________·Namethemaincharacter（主人公）:___·Date:M/D/Y·HowtoWriteaBookReportp·1.Briefintroductiontotheauthorandthebook;·2.Thepeculiarityofthebookintheexpressingordevel
6、opingthecontent;·3.Themostimpressivepart;·4.Themessagedeliveredbytheauthor;·5.Yourfavoritepart;·6.Yourcommentoropiniononthebook;·7.Whatyouhavegotafterreadingthebook;·8.Thecitations.·UnitOneTheMiddleEasternBazaar30·Lead-in·TextualStructureoftheText·DetailedSt
7、udyoftheText·RhetoricalDevices·TheMiddleEastGenerallyreferringtotheareafromAfghanistantoEgypt,includingtheArabianPeninsula,Cyprus,andAsiaticTurkey.TheMiddleEastisalooselydefinedgeographicregion;thecountrieslistedaregenerallyconsideredpartoftheMiddleEast.Thes
8、eMiddleEastcountriesarepartoftheAsiancontinent,withtheexceptionofEgypt,whichispartofAfrica,andthenorthwesternpartofTurkey,whichispartoftheEuropeanlandmass.Richinoil,linkingpointofthreecontinents
