《英语 2》课程教学大纲

《英语2》课程教学大纲课程名称（中文/英文）：英语2/English2课程类别：专业课课程性质：必修课 适用专业：日语专业（商务方向）学时数：64 其中：实验/上机学时： 0学分数：4 考核方式：期末笔试预修课程：无教学参考书：吴晓真编.全新版大学英语综合教程教师手册.上海外语教育出版社.2010.4开课单位：外国语学院日语系课程简介：英语教学是高等教育的一个有机组成部分，英语课程是大学生的一门必修的基础课程。日语专业英语二外教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系。本门课程对学生知识、能力和素质的培养目标：听力理解能力：能够基本听懂来自英语国家人士的谈话和讲座，能听懂题材熟悉、篇幅较长的国内英语广播或电视节目，口语表达能力：能够和来自英语国家的人士进行比较流利的会话，较好地掌握会话策略，能基本表达个人意见、情感、观点等。阅读理解能力：能基本阅读英语国家报刊杂志的一般性题材的文章，阅读速度为每分钟80词，在快速阅读篇幅较长的材料时，阅读速度达到每分钟120词，能就阅读材料进行略读或寻读。书面表达能力：能写日常应用文，能就一定的话题在半小时内写出160词的短文，内容完整，条理清楚，文理通顺。Unit1WaysofLearning（10学时）教学目的和要求Studentswillbeableto:graspthemainidea(thatitwouldbeidealifwecanstrikeabalancebetweentheChineseandtheWesternlearningstyles)andstructureofthetext(introductionoftopicbyananecdoteelaborationbycomparisonandcontrast-conclusionbyasuggestion);appreciatethedifferencebetweencomparisonandcontrast,aswellasdifferentwaystocompareandcontrast(point-by-pointmethodorone-side-at-a-timemethod);masterthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.教学重点和难点graspthemainidea(thatitwouldbeidealifwecanstrikeabalancebetweentheChineseandtheWesternlearningstyles)andstructureofthetext(introductionoftopicbyananecdoteelaborationbycomparisonandcontrast-conclusionbyasuggestion);appreciatethedifferencebetweencomparisonandcontrast,aswellasdifferentwaystocompareandcontrast(point-by-pointmethodorone-side-at-a-timemethod);教学内容Pre-readingtasks1．TasksSsthefollowingquestions.ThefirstisbasedonthesongTeachYourChildren:Accordingtothesong,whoshouldteachwhom?Islearningaone-waystreet?(Parentsandchildrenshouldteacheachotherandlearnfromeachother.Learningisatwo-wayinteraction.)Canyouguesswhatthethemeofthisunit,waysoflearning,refersto?(Differentpeoplehavedifferentlearningstyles.)While-readingtasks1．Skimming(1)SsskimParas1-5andbereadytoanswerthefollowingquestions:Whereandwhendidtheincidenttakeplace?(JinlingHotelinNanjing,spring1987)Whoarethemaincharactersinthisincident?(author,hiswifeEllen,theirsonBenjamin,hotelstaff)WhatistheattitudeoftheauthorandhiswifetowardBenjamin’seffortsininsertingthekeyintotheslot?(Theylethimexploreandenjoyhimself.)WhatistheattitudeofthehotelstafftowardBenjamin’sefforts?(Theyheldhishandandtaughthimhowtoinsertthekeycorrectly.)(2)TaskssomeSpairstoreporttotheclass,oneaskingtheabovequestionsandtheotherprovidingtheanswers.(3)TtellsSsthattherearemanywaysofintroducingatopic.SswilldecidewhichwayisadoptedbyHowardGardner.2．TexplainslanguagepointsfromPara1toPara5,andgivesSspractice.3．TguidesSsthroughthedirectionsforTextOrganizationExercise2andWritingStrategy.ThenSsscanthefirstsentenceofbothPara6andPara7,anddecidewhatmethodofcomparisonandcontrastisusedhere(one-side-at-a-timemethod).4．TexplainslanguagepointsfromPara6toPara10,andgivesSspractice.SssumupthecontrastbetweenChineseandWesternwaystolearntofulfilatask(theChineseshowachildhowtodosomething,orteachbyholdinghishand;Westernersteachachildtorelyonhimselfforsolutionstoproblems).Post-readingtasks1．Debate:Shouldwedevelopchildren’screativityfirstortraintheminbasicskillsfirst?Ssdivideintotwogroups,onetakingthesideofcreativityfirst,anothertakingthesideofbasicskillsfirst.(1)Ineachgroup,Ssfurtherdivideintosmallergroupsofthreetofour,brainstormingarguments\examples\statistics\quotes\etc.insupportoftheirviewpoint,aswellasthosethatcouldbeusedtorefutetheotherside.(2)Debatebegins,withTactingasmoderator.2．TguidesSsthroughseveralafter-textexercises.3．TchecksonSs’homereading(TextB).4．SsdoPartIV:Theme-RelatedLanguageLearningTasks.(1period)5．TasksSstopreparethenextunit:(1)dothepre-readingtask;(2)previewTextA.Unit2Values（10学时）教学目的和要求Studentswillbeableto:understandthemainidea(despitehiswealth,SamWaltonremainsdown-homeanddevotedtohisteam)andstructureofthetext;appreciatetheuseofindirectdescriptioninportrayingaperson;3．graspthekeylanguagepointsandgrammaticalstructuresinthetext;4．conductaseriesofreading,listening,speaking,andwritingactivitiesrelatedtothethemeoftheunit.教学重点和难点understandthemainidea(despitehiswealth,SamWaltonremainsdown-homeanddevotedtohisteam)andstructureofthetext;appreciatetheuseofindirectdescriptioninportrayingaperson;教学内容Pre-readingtasks1．TasksSsthefollowingquestionsontherecordedpassage:WhathappenedtoAbrahamLincolnoneday?(Workingasashopclerk,heoverchargedacustomer.Althoughthesumwasinsignificant,Lincolnwalkedalongdistancetoreturnthemoney.)Howisthestoryrelatedtothethemeoftheunit—values?(AbrahamLincolnregardedhonestyasanimportantvalue.)2．SsdoClozeBinafter-textexercisestolearnmoreaboutthevaluesofAmericanmillionaires.While-readingtasks1．Textorganization（1）TasksSstoscanthetexttoseeifthereisanynaturaldividinglinesseparatingitintoparts.(Thetextcanbedividedintothreeparts.Betweeneachpart,thereisablankline.)（2）TdrawsSs’attentiontoTextOrganizationExercise1,guidesthemthroughthedirections,sothattheycangraspthemainfunctionofeachpart（.3）Ssscanthetextagaintounderlineallthenamesmentionedandtellwhothesepersonsare.(Theyare:JamieBeaulieu,waiteratSamWalton’sbirthdaypartyJonnieBaker,nightmanageratthelocalWal-MartRichardHoback,MayorofBentonville,ArkansasGordonGarlington,pastorofthelocalchurchJohnMarshall,localbarberJimVonGremp,corporateaffairsdirectorFeroldF.Arend,retiredpresidentofWal-MartJimHendren,companylawyer（4）SswillnoticethatthetexttransitsfromPartIItoPartIIIwhenthefirstcorporatejob—corporateaffairsdirector—ismentioned.2．TexplainslanguagepointsandgivesSspracticeFindingsynonymsorsynonymousphrasesfor“down-home”（1）TaskssomeSstoexplainthetitleofTextAintheirownwords（.2）Ssworkalonetofindoutsynonymsorsynonymousphrasesfor“down-home”（.3）SomeSsreporttheirfindingstotheclass.(Para5carryonlikeplainfolksPara6folksywaysPara7friendly,cheerful,afineneighborwhodoeshisbesttoblendin,neverflashy,neverthrowinghisweightaroundPara11notafrontperson)（4）TremindsSstovarytheirownwritingsbysynonymsorsynonymousphrases.Post-readingtasksUsingindirectdescriptioninportrayingaperson（1）SscompleteTextOrganizationExercise2andcompareanswerswitheachother（.2）TmakesSsthinkbyaskingSsthisquestion:HowdoestheauthorrevealthesecharactertraitsofSamWalton?DoeshecomeforwardtotellusdirectlywhatSamWaltonislike?（3）Tintroducesmethodsofindirectdescriptionandwritesthemdownontheblackboard:anecdotes,examples,quotes,comparisonandcontrast,etc.（4）Ssworkinpairstofindoutexamplesofthesemethods.（5）Somepairsreporttheirfindingstotheclass.（6）TurgesSstoadoptthesemethodswhendescribingaperson.Unit3TheGenerationGap（10学时）教学目的和要求Studentswillbeableto:1．appreciatethebasicelementsofaplay;2．graspthekeylanguagepointsandgrammaticalstructuresinthetext;3．conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.教学重点和难点appreciatethebasicelementsofaplay;2．graspthekeylanguagepointsandgrammaticalstructuresinthetext;教学内容Pre-readingtasks1．TasksSsthefollowingquestionsonthesongTheTimesTheyAreA-changin’:Whoshouldbesittingupandtakingnotice?Why?(parents,politicians,writersandcriticsshouldlistenup,becausethetimesarechangingsofastthatonecan’tbecontentwithone’soldwayoflife)Whatdoesthesingerthinkofhisparents’wayofdoingthings?(outdated)Pairinterview(1)TdictatestoSsthefollowinglistofquestions:Whenareyourparents’birthdaysandtheirweddinganniversary?Doyourparentscelebrateyourbirthday?Howabouttheirownbirthdaycelebration?Inyourparents’eyes,whatareyouinterestedin?Inyoureyes,whatareyourparentsinterestedin?Inwhatareasdoyourparentswantyoutoimprove?Inwhatwaysdoyouwantyourparentstoimprove?Tellofaninstancewhenyourparentsandyoudisagreeoversomething.(2)Ssformpairstointervieweachother.IfthereisanoddnumberofSsintheclass,onegroupmayconsistof3Ss.Theinterviewermustnotedowntheanswersfromtheinterviewee.(3)SomeSsreportinterviewresultstoclass.While-readingtasks1．Abriefintroductiontoplays(1)Twritesdownontheblackboardthemajorcomponentsofaplay:characters,settings,stagedirections,language,conflicts,climax,andtheme.(2)Ssidentifythecharactersinthisplay.(3)SsreadthedirectionsforTextOrganizationExercises1and2,thenscantheplaytodivideitintothreeparts.Tmaydropahint:justreadthestagedirectionsputinbrackets.(4)Texplainsthefunctionsofstagedirections:tosetupstagepropertiesintheproperplace;toindicateachangeinsetting;todirectactors’movement,gesture,facialexpression,toneofvoice,etc.ThenTdrawsthefollowingillustrationontheblackboard:(5)TinvitesoneStoreadaloudHeidi’sspeechtotheaudienceattheverybeginningoftheplay,thenaskanotherStore-createHeidi’swordsintoacompleteandgrammaticalparagraph.TheymayrefertoWritingStrategytoseethestylisticdifferencesbetweenspeechandwriting.2．TexplainslanguagepointsinPartIandgivesSspracticeSssumupthemainconflictinPartI.Post-readingtasks1．Thewaytheyare(1)Ssformgroupsof3-4,re-readPartII.Basedonit,theywillcomeupwithabriefsummaryofthecharacteristicsofMother,Father,andthechildren.TmaygiveSsthefollowingmodel:“FathershowsgreatrespectforMother.Hepulledthechairforherbeforedinner,andobeyedhercommandslike‘dogoon’,‘dogetonwithit’,‘don’tkeepusinsuspense’.Besides,althoughFatherwaspleasedwithwhathehaddoneforDiane,hehadlearnedfromexperiencethathiseffortswerenotalwayswelcome.Thatwaswhyhecouldquicklyrealizehisblunder,asmadeclearbythesentence‘Ido?Yes,yes,IguessIdo.I’ve...doneitagain,haven’tI?’”(2)WhenSsdiscusswithinthegroup,thefollowingquestionsmighthelp:HowdidMotheraddressFatherandherchildren?Howmanydo’sanddon‘fsdidsheuse?Whatdotheytellabouthercharacter?Onwhosesidewasshe,Father’sorthechildren’s?WhatdidHeidiandSeanstagewhispertoeachother?WhydidSeantellFatherthat“IdobelieveDianewouldliketoknowthesurprise?”HowdidDianefeelwhenshesaid“Thankyou,Sean.Ioweyouone”?WhatwereDiane’sreactionsduringthescene?(3)Severalgroupsreporttheirsummariestotheclass.Unit4TheVirtualWorld（10学时）教学目的和要求Studentswillbeabletounderstandthemainidea(despitethemanynegativeeffectsofvirtuallife,theauthorprefersittoreallife)andstructureofthetext(contrastbetweenvirtuallifeandreallife);learnsomerulesofinterpretingnewvocabularyandusagerelatedtocomputersandtheInternetinEnglish;graspthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.教学重点和难点understandthemainidea(despitethemanynegativeeffectsofvirtuallife,theauthorprefersittoreallife)andstructureofthetext(contrastbetweenvirtuallifeandreallife);learnsomerulesofinterpretingnewvocabularyandusagerelatedtocomputersandtheInternetinEnglish;教学内容Pre-readingactivities1．TasksSsthefollowingquestionsonthepoemSurfingtheInternet:Whatwastheherodoingwhenhisbosscamein?(surfingtheInternet)Howdidheactinfrontofhisboss?(Hepretendedtobesurprisedatthecomputerwhichhadcrashed“unexpectedly”.)Sslookatthethemeofthisunit(TheVirtualWorld)andthetitleofTextA(AVirtualLife),thentryto:findantonymsof“virtualworld”and“virtuallife”;(realworld,reallife)suggestsynonymsfor“virtualworld”;(cyberspace,cyberia,etherworld,virtualreality,Internetworld,networld,etc.)saywhatpeoplecandoontheInternet,(communicatingwithpeople,shopping,reading,entertainment,education,working,hacking,publishing,etc.)Imaginativewriting（1）TdictatestoSsthefollowingparagraph:Forthepasttwoweeks,otherparticipantsoftheNetSurvivalContest(网络生存竞赛)andIhavebeenshutupinbarehotelrooms.OuronlylinktotherealworldhasbeenacomputerthatishookeduptotheInternet(联网电脑).Wehavereliedonit,notonlyforfood,bedsheetsandotherdailynecessities,butalsotosetupanusiness（电子商务）ofourown（.2）NowSswillcompletethenextparagraphbeginningwith:“Nowitistimeformetowalkoutintothelightofdayagain...”Theywillgivetheirimaginationfullplay.Theywillwritenomorethan100words.While-readingactivitiesTextorganization（1）TdrawsSs’attentiontoTextOrganizationExercise1,andletsthemreaditsinstructionsaswellaswhathasalreadybeendonefortheminthisexercise.（2）SstrytocompletetheexercisebysimplyreadingthefirstsentenceofeachparagraphinTextA.（3）Sscompareanswerswitheachother;ifnecessary,Tmayhelp.2．TexplainsthekeylanguagepointsandgivesSspractice3．TguidesSsthroughStructureExercise2．Post-readingactivities1．Computer-relatedvocabularyitems（1）SsscanTextAtofindoutvocabularyitemsrelatedtocomputerandtheInternet.(Theyare:virtuallife,thenet,telecommuter,email,Internetmailinglists,computer-assisted,data,link,cyber-interaction,online,systemcrash,clickonthemodem,connection,password)（2）TtellsSsthatnewtermsrelatedtocomputerandtheInternetareconstantlyaddedtotheEnglishvocabulary,somuchsothatmanyofthemarenotincludedinanyEnglishdictionary.However,ifweapplycertainrules,theirmeaningsareeasytodeduce.（3）TgivesSsmoreexamplesofcomputer-relatedvocabularyitems.2．TguidesSsthroughsomeafter-textexercisesUnit5OvercomingObstacles（10学时）教学目的和要求Studentswillbeableto:graspthemainidea(dreamingandhardworkhelpedMichaelStoneonhiswaytosuccess)andthestructureofthetext(narrationwithaflashback);appreciatethenarrativeskills(usingdetailstobringoutacharacter;asurprisingending;useofpuns);masterthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.教学重点和难点graspthemainidea(dreamingandhardworkhelpedMichaelStoneonhiswaytosuccess)andthestructureofthetext(narrationwithaflashback);appreciatethenarrativeskills(usingdetailstobringoutacharacter;asurprisingending;useofpuns);教学内容Pre-readingtasks1．TasksSsthefollowingquestionsonthesongComingoutofDark:Considerthetitleofthesong,whatdoes“Dark”referto?(neardeath;lossofconsciousnessafterthecaraccident;slowandpainfulrecovery;despair)Howisthesongrelatedtothethemeoftheunit?(Togetoverdespairafterinjuryisalsoaformofovercomingobstacles.)2．Doyouknowtheseproverbs?（1）TdictatesthefollowingproverbstoSs:Wherethere’sawill,there’saway.(有志者事竟成)Romewasn’tbuiltinaday.(伟业非一日之功/罗马非朝夕建成)Godhelpsthosewhohelpthemselves.(黄天不负有心人/自助者天助,)Youshallreap,whatyousow.(种瓜得瓜，种豆得豆/一分耕耘，一分收获。)Constantdrippingwearsawaythestone.(锲而不舍，金石可镂。（)SstrytotranslatetheseproverbsintoChinese（.SsscanTextAtofindasimilarsayingbyMichael’sfather,whichisinitalics.（Ifyouwantsomething,workforit!/Youwantsomething,workforit!）While-readingtasksTextorganization（1）TguidesSsthroughthedirectionsforTextOrganizationExercise1,sothattheyknowthetextconsistsoffourparts.（2）SsscanthefirstsentenceofParas1-6,andgetreadytoanswerthefollowingquestions:Whichfirstsentenceswitchesfrompasttensetopastperfecttense?(thefirstsentenceofPara3)(TmayaswelltellSsthis:astoryisusuallynarratedinthesimplepasttense.Whenapasteventisrecalled,thepastperfecttensewillbeusedasasignal.Afterwardstheflashbackisalsonarratedinthesimplepasttense.)WhichfirstsentenceshowsthattheflashbackisoverandthenarrationreturnstotheNationalJuniorOlympics?(thefirstsentenceofPara6)Bynow,doyouknowhowtodividethetextintofourparts?WritedownyouranswersintheblanksprovidedinTextOrganizationExercise1.（3）SsdoTextOrganizationExercise2.2．TexplainslanguagepointsandgivesSspractice.Whentheycometotheendofapart,SswillsumupitsmainideaintheblanksprovidedinTextOrganizationExercise1．Post-readingTaskPlayingonthemeaningofwords.（1）Tintroducestheideathatmanywordshavemorethanonemeaningandcanremindoneofanumberofdifferentideasandeventsallatonce.（2）Ssreadthefirstthreesentencesofthetexttofindoutwheretheauthorusesawordintwodifferentsenses(theword“hot”meaningrespectively“havingahightemperature”and“fierce,intense”).（3）Ssgiveindividualopiniononthisquestion:Howdoyouunderstandthetitleofthistext?Doesitalsocarrymorethanonemeaning?Extrareadingforfun(Thiscanbeeitheranin-classorout-of-classgroupdiscussion.Thewordsthatcanhelpyourecallthediscoveriesofthescientistsareunderlined.):Herethepoetplaysonwords.Eachlinehasawordorwordsthatremindusofanactivityordiscoveryassociatedwiththescientistmentioned.TguidesSsthroughsomeafter-textexercises.Unit6Women,HalftheSky（14学时）教学目的和要求Studentswillbeableto:graspthemainidea(thebeliefinsuperwomenencouragesaveragewomentoachievetheirgoals)andstructureofthetext;appreciatehowtheauthorachievescoherenceforheressay;3．masterkeylanguagepointsandgrammaticalstructuresinthetext;4．conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.教学重点和难点graspthemainidea(thebeliefinsuperwomenencouragesaveragewomentoachievetheirgoals)andstructureofthetext;appreciatehowtheauthorachievescoherenceforheressay;教学内容Pre-readingactivities1．TasksSsthefollowingquestionsonthesongIamWoman:Whycan’twomenbeignored?(becauseoftheirhugenumbers)Whathappenstowomenifyoutrytobreaktheirwill?(Youcanbendthembutyoucanneverbreakthem.Itonlyservestomakethemmoredeterminedtoachievetheirfinalgoal.)Freewriting:Sswritefor5minutesansweringthequestion:“Ismymotherbusy?Whatarehermaintasksindailylife?”Groupdiscussion（1）Ssf