综合英语》课程在外国语学院英语专业课程中占据举足轻重的地位，它是英语专业的核心课程，具有开设时间最长、学时量最大、教学作用最强的特点。开设时间最长是因为它从一年级开至二年级，持续两年；学时量最大是因为这门课程的周课时为8节，其它课程一般为2-4节，总学时占专业必修课学时的50%多；之所以说它教学作用最强，是因为该课程与单项技能课（如听力、口语、阅读、写作、翻译等）不同，“综合英语”课顾名思义是要培养学生听、说、读、写、译的综合语言技能，《综合英语（三）》是英语专业基础阶段的一门核心课程。该课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力和阅读速度，扩大词汇量和知识面，了解英语各种文体的表达方式和特点，在培养学生细致观察语言的能力以及假设判断、分析归纳、推理验证等逻辑思维能力和提高学生细读、略读、查阅等阅读技能的同时，帮助学生接受并掌握语言和文化背景知识，为他们在高年级的全面发展打下坚实的基础。
特色和亮点
（1）教师讲解与学生自主学习相结合
教师对教材内容进行集中讲解，同时我们在课堂上设置小组讨论、情境表演、演讲等环节，把技能训练和知识讲授融合在一起，切实提高他们的语言综合运用能力。创建教学视频，学生利用网络课程视频在线上进行课程学习、复习或预习，利用网络课程单元测试、作业布置等检验学习效果，教师可以进行网络作业批阅、辅导答疑、方便师生网络交流。
（2）学生自主掌控学习
利用教学视频，学生能根据自身情况来安排和控制自己的学习。学生在课外看教师的视频讲解，完全可以在轻松的氛围中进行；而不必像在课堂上教师集体教学那样紧绷神经，担心遗漏什么，或因为分心而跟不上教学节奏。
（3） 增加学习中的互动
线上课堂最大的好处就是全面提升了课堂的互动，具体表现在教师和学生之间以及学生与学生之间。由于教师的角色已经从内容的呈现者转变为学习的教练，这让教师有时间与学生交谈，回答学生的问题，参与到学习小组，对每个学生的学习进行个别指导。当学生在完成作业时，教师会注意到部分学生为相同的问题所困扰，于是就组织这部分学生成立辅导小组，往往会为这类有相同疑问的学生举行小型讲座。小型讲座的美妙之处是当学生遇到难题准备请教时，教师能及时的给予指导。当教师更多的成为指导者而非内容的传递者时，也有机会观察到学生之间的互动。
1.1 Introducing the author, the theme and structure of Text A.
1.2 Explaining paras. 1-3 of Text A.
1.3 Explaining paras. 4-7 of Text A.
1.4 Explaining paras. 8-10 of Text A.
1.5 Discussing the usage of antithesis and developing paragraphs by examples.
How Reading Changed My Life
2.1 Introducing the author, Anna Quindlen, the theme and structure of Text A.
2.2 Explaining paras. 1-4 of Text A.
2.3 Explaining paras. 5-11 of Text A.
2.4 Explaining paras. 12-28 of Text A.
2.5 Discussing the differences and usage of: if only, if not, only if, what if.
A Dill Pickle
3.1 Introducing the author, Katherine Mansfield, the theme and structure of Text A
3.2 Explaining paras. 1-12 of Text A
3.3 Explaining paras. 13-44 of Text A
3.4 Explaining paras. 45-66 of Text A
3.5 Summary
Diogenes and Alexander
4.1 Introducing the Greek philosophers including Socrates, Plato, Diogenes and the life and
achievement of Alexander the Great.
4.2 Explaining paras. 1-3 of Text A.
4.3 Explaining paras. 4- 10 of Text A.
4.4 Explaining paras. 11-17 of Text A.
4.5 Grammar：present participle as adverbial modifier.
Silent Spring
5.1 Introducing the author, the theme and the structure of Text A.
5.2 Explaining paras. 1-11 of Text A.
5.3 Explaining paras. 12-19 of Text A.
5.4 Explaining paras. 20-25 of Text A.
5.5 Discussing the usage of “such” and “so” and the writing device---parallelism.
How do we deal with drug problem
6.1 Introducing the author, the theme and structure of Text A.
6.2 Explaining first article of Text A.
6.3 Explaining second article of Text A.
6.4 Explaining third article of Text A.
6.5 Discussing the writing technique of argumentation.
Globalization's Dual Power
7.1 Glossary
7.2 Author and background information
7.3 Text analysis of paras. 1-6
7.4 Text analysis of paras. 7-17
7.5 Text analysis of paras. 18-28
7.6 Text analysis of paras. 29-34
7.7 Summary
Why historians disagree
8.1 Introducing the author, the theme and the structure of Text A.
8.2 Explaining paras. 1- 5 of Text A.
8.3 Explaining paras. 6-8 of Text A.
8.4 Explaining paras. 9-12 of Text A.
8.5 Discussing the expository writing style.
The Most Dangerous Game
9.1 Introducing the author, Richard Connell, and the theme and structure of Text A.
9.2 Explaining paras. 1-14 of Text A.
9.3 Explaining paras. 15-24 of Text A.
9.4 Explaining paras. 25-46 of Text A.
9.5 Reviewing the plot and learning how to write a short story, analyzing the character, and learning the usage of inversion.
The Needs that Drive us all
10.1 Introducing the author, William Glasser.
10.2 Introducing the theme and structure of Text A.
10.3 Explaining paras. 1-3 of Text A.
10.4 Explaining paras. 4-9 of Text A.
10.5 Explaining para. 10 of Text A.
10.6 Explaining paras. 11-14 of Text A.
10.7 Discussing writing techniques of contrast, unity and coherence.
A Drink in the Passage
11.1 Learning the new words.
11.2 Introducing the author, Alan Paton, and providing some background information.
11.3 Explaining paras. 1-6 of Text A.
11.4 Explaining paras. 7-33 of Text A.
11.5 Explaining paras. 34-66 of Text A.
11.6 Summarizing the important phrases, the prefixes a-, ex- in-, and suffixes -pel, -vert, and the grammar point subject-verb concord.
11.7 Doing exercises to strengthen what has been learned in this unit.
Twelve Angry Men
12.1 Introducing the background of Text A.
12.2 Introducing the author and the structure of Text A.
12.3 Explaining paras. 1-22 of Text A.
12.4 Explaining paras. 23-85 of Text A.
12.5 Explaining paras. 86-125 of Text A.
12.6 Explaining paras. 126-179 of Text A.
12.7 Explaining paras. 180-231 of Text A.
12.8 Explaining paras. 232-281 of Text A.
12.9 Analyzing the characters of the 12 jurors, the evidences against the boy and the theme of the play.
12.10 Discussing the usage of gerund and “modal + have done” pattern and the writing techniques of the play.
