《英語（二外）2》教學(xué)大綱

Second Foreign language II

課程編碼: 08A09020 學(xué)分：4.0 課程類別：通識(shí)必修課

計(jì)劃學(xué)時(shí)：64 其中講課：64 實(shí)驗(yàn)或?qū)嵺`：0 上機(jī)：0

適用專業(yè)：英語專業(yè)

推薦教材：

Susan Stempleski、楊惠中主編，《視聽說教程》3，上海外語教育出版社，2012年。

鄭樹棠主編，《新視野大學(xué)英語》讀寫教程3，外語教學(xué)與研究出版社，2008年。

鄭樹棠主編，《新視野大學(xué)英語》綜合訓(xùn)練3，外語教學(xué)與研究出版社，2008年。

參考書目：

丁往道主編，《英語寫作手冊(cè)》（第二版），外語教學(xué)與研究出版社，2010年。

Leo Jones主編，《大學(xué)英語基礎(chǔ)口語教程》， 上海外語教育出版社，2012年。

李蔭華主編，《大學(xué)英語閱讀教程》（全新版）3級(jí)，上海外語教育出版社，2013年。

Susan Stempleski、楊惠中主編，《視聽說教程》3教師用書，上海外語教育出版社，2008年。

楊士焯主編，《英漢翻譯教程》，北京大學(xué)出版社，2011年。

張成祎主編，《大學(xué)英語語法手冊(cè)》（全新版），上海外語教育出版社，2004年。

鄭樹堂主編，《新視野大學(xué)英語》讀寫教程3教師用書，外語教學(xué)與研究出版社，2008年。

課程的教學(xué)目的與任務(wù)

《英語（二外2》的教學(xué)目的是培養(yǎng)學(xué)生在掌握第一外語前提下具備綜合應(yīng)用英語的能力，培養(yǎng)學(xué)生具有較強(qiáng)的閱讀能力和一定的聽、說、寫、譯，使他們能用英語交流信息。大學(xué)英語二外教學(xué)應(yīng)幫助學(xué)生打下扎實(shí)的語言基礎(chǔ)，掌握良好的語言學(xué)習(xí)方法，提高文化素養(yǎng)，以適應(yīng)社會(huì)發(fā)展和經(jīng)濟(jì)建設(shè)的需要。

課程的基本要求

根據(jù)因材施教、突出個(gè)性發(fā)展的教學(xué)規(guī)律，并參照教育部委托大學(xué)英語研究會(huì)與課程指導(dǎo)委員會(huì)制定的《大學(xué)英語課程教學(xué)要求》（以下簡稱《課程要求》），我校大學(xué)英語二外課程實(shí)行英語教學(xué)，使大多數(shù)學(xué)生能夠達(dá)到基本要求，并使一部分學(xué)生能夠達(dá)到較高要求和更高要求。據(jù)此，《英語（二外）2》課程的基本要求為：

(1)聽力理解能力：能聽懂英語講課及簡短對(duì)話和談話，抓住中心大意、要點(diǎn)和有關(guān)細(xì)節(jié)，領(lǐng)會(huì)講話者的觀點(diǎn)和態(tài)度。

(2)口語表達(dá)能力：能進(jìn)行簡單的日常會(huì)話，能就教材內(nèi)容作簡短問答和復(fù)述，能就熟悉的話題作簡短的發(fā)言，表達(dá)意思基本清楚。

(3)閱讀理解能力：能讀懂語言難度中等的一般性題材的文章，能基本讀懂國內(nèi)英文報(bào)刊，掌握中心意思，理解主要事實(shí)和有關(guān)細(xì)節(jié)掌握基本的閱讀技能，閱讀速度達(dá)到每分鐘70詞。

(4)書面表達(dá)能力：能在閱讀難度與課文相仿的書面材料時(shí)做筆記、回答問題和寫提綱，能就一定的話題或提綱在半小時(shí)內(nèi)寫出100—120詞的短文。表達(dá)意思清楚，無重大語言錯(cuò)誤。

(5)翻譯能力：能借助詞典對(duì)題材熟悉的文章進(jìn)行英漢互譯，英譯漢譯速為每小時(shí)300個(gè)英語單詞，漢譯英譯速為每小時(shí)250個(gè)漢字。 譯文基本流暢，能在翻譯時(shí)使用適當(dāng)?shù)姆g技巧。

(6)詞匯量要求：學(xué)生掌握的總詞匯量應(yīng)達(dá)到3500個(gè)單詞和500個(gè)詞組，其中1800個(gè)單詞為積極詞匯，達(dá)到能確切運(yùn)用。

各章節(jié)授課內(nèi)容、教學(xué)方法及學(xué)時(shí)分配建議

Unit One 建議學(xué)時(shí)：8

[教學(xué)目的與要求]

1. Improving students’ listening and speaking skills

2. Providing some relevant background information to broaden students’ horizon

3. Helping students have a good command of complicated language points

4. Assessing students’ academic performance timely in a scientific way

[教學(xué)重點(diǎn)與難點(diǎn)]

1. Key words and expressions

2. The difficult grammatical points of “no matter(how, who, what, where, etc.)” and “just as”

3. The writing pattern of “problem-response-evaluation”

4. The reading skill of “scanning”

[授 課 方 法] 以課堂講授為主，課堂討論和課下自學(xué)為輔。課堂講授以講授精讀為主，聽力和會(huì)話為輔。所采用的教學(xué)法大致有功能法、結(jié)構(gòu)法、語法—翻譯法、交際法、情景法等；

[授 課 內(nèi) 容]

Periods 1&2

1. A short summary of the previous term and the arrangement for the new term

2. Oral English practices: class report/pair work/role play

3 . Listening and speaking:

Unit One:Let’s Go Somewhere

Lesson A:Before you go

4. Pre-reading activities of Section A in Unit One:Love Without Limitations

1) New words and expressions

2) A brief introduction to relevant background information

Periods 3&4

1. Oral English practices: class report/pair work/role play

2. Text analyzation of Section A:Love Without Limitations

1) Part division of the text

2) Difficult sentences

3) Writing styles and devices

Periods 5&6

1. Oral English practices: class report/pair work/role play

2. Exercises of Section ALove Without Limitations

3. Listening and speaking

Unit One:Let’s Go Somewhere

Lesson B:Travel

Periods 7&8

1. Oral English practices: class report/pair work/role play

2. The reading skill on “scanning”

3. Words and expressions of the text in Section B of Unit One:The Framework for Love

4. Text analyzation of Section B:The Framework for Love

5.The exercises in Section B

Unit Two 建議學(xué)時(shí)：8

[教學(xué)目的與要求]

1. Improving students’ listening and speaking skills

2. Providing some relevant background information to broaden students’ horizon

3. Helping students have a good command of complicated language points

4. Assessing students’ academic performance timely in a scientific way

[教學(xué)重點(diǎn)與難點(diǎn)]

1. Key words and expressions

2. The difficult grammatical points of “appositvie” and “absolute structure”

3. The writing pattern of “cause-and-effect”

4. The reading skill of “facts or opinions”

[授 課 方 法] 以課堂講授為主，課堂討論和課下自學(xué)為輔。課堂講授以講授精讀為主，聽力和會(huì)話為輔。所采用的教學(xué)法大致有功能法、結(jié)構(gòu)法、語法—翻譯法、交際法、情景法等；

[授 課 內(nèi) 容]

Periods 1&2

1. Oral English practices: class report/pair work/role play

2. Listening and speaking:

Unit Two:Indoors and Outdoors

Lesson A:At home

3. Pre-reading activities of Section A in Unit Two:Iron and the Effects of Exercise

1) New words and expressions

2) A brief introduction to relevant background information

Periods 3&4

1. Oral English practices: class report/pair work/role play

2. Text analyzation of Section A:Iron and the Effects of Exercise

1) Part division of the text

2) Difficult sentences

3) Writing styles and devices

Periods 5&6

1. Oral English practices: class report/pair work/role play

2. Exercises of Section A:Iron and the Effects of Exercise

3. Listening and speaking

Unit Two:Indoors and Outdoors

Lesson B:Places and rules

Periods 7&8

1. Oral English practices: class report/pair work/role play

2.The reading skill on “facts or opinion”

3. Words and expressions of the text in Section B of Unit Two:Does Exercises Have Unexpected Benefits?

4. Text analyzation of Section B:Does Exercises Have Unexpected Benefits?

5.The exercises in Section B

Unit Three 建議學(xué)時(shí)：8

[教學(xué)目的與要求]

1. Improving students’ listening and speaking skills

2. Providing some relevant background information to broaden students’ horizon

3. Helping students have a good command of complicated language points

4. Assessing students’ academic performance timely in a scientific way

[教學(xué)重點(diǎn)與難點(diǎn)]

1. Key words and expressions

2. The difficult grammatical points of “as” and “suffix -ic”

3. The writing pattern of “a general statement supported by example”

4. The reading skill of “making predictions”

[授 課 方 法] 以課堂講授為主，課堂討論和課下自學(xué)為輔。課堂講授以講授精讀為主，聽力和會(huì)話為輔。所采用的教學(xué)法大致有功能法、結(jié)構(gòu)法、語法—翻譯法、交際法、情景法等；

[授 課 內(nèi) 容]

Periods 1&2

1. Oral English practices: class report/pair work/role play

2. Listening and speaking:

Unit Three:Life Is All About Change

Lesson A:The times of your life

3. Pre-reading activities of Section A in Unit Three:Where Principles Come First

1) New words and expressions

2) A brief introduction to relevant background information

Periods 3&4

1. Oral English practices: class report/pair work/role play

2. Text analyzation of Section A:Where Principles Come First

1) Part division of the text

2) Difficult sentences

3) Writing styles and devices

Periods 5&6

1. Oral English practices: class report/pair work/role play

2. Exercises of Section A:Where Principles Come First

3. Listening and speaking

Unit Three:Life Is All About Change

Lesson B:In the future

Periods 7&8

1. Oral English practices: class report/pair work/role play

2. The reading skill on “facts or opinion”

3. Words and expressions of the text in Section B of Unit Three:Cultural Differences in Western and Japanese Decision-making

4. Text analyzation of Section B:Cultural Differences in Western and Japanese Decision-making

5.The exercises in Section B

Unit Four 建議學(xué)時(shí)：8

[教學(xué)目的與要求]

1. Improving students’ listening and speaking skills

2. Providing some relevant background information to broaden students’ horizon

3. Helping students have a good command of complicated language points

4. Assessing students’ academic performance timely in a scientific way

[教學(xué)重點(diǎn)與難點(diǎn)]

1. Key words and expressions

2. The difficult grammatical points of “prefix co-” and “conjunction+prepositional phrase”

3. The writing pattern of “time sequence”

4. The reading skill of “appreciating figurative language”

[授 課 方 法] 以課堂講授為主，課堂討論和課下自學(xué)為輔。課堂講授以講授精讀為主，聽力和會(huì)話為輔。所采用的教學(xué)法大致有功能法、結(jié)構(gòu)法、語法—翻譯法、交際法、情景法等；

[授 課 內(nèi) 容]

Periods 1&2

1. Oral English practices: class report/pair work/role play

2. Listening and speaking:

Unit Four:Health

Lesson A:How do you feel?

3. Pre-reading activities of Section A in Unit Four:Five Famous Symbols of American Culture

1) New words and expressions

2) A brief introduction to relevant background information

Periods 3&4

1. Oral English practices: class report/pair work/role play

2. Text analyzation of Section A:Five Famous Symbols of American Culture

1) Part division of the text

2) Difficult sentences

3) Writing styles and devices

Periods 5&6

1. Oral English practices: class report/pair work/role play

2. Exercises of Section A:Five Famous Symbols of American Culture

3. Listening and speaking

Unit Four:Health

Lesson B:Getting better

Periods 7&8

1. Oral English practices: class report/pair work/role play

2. The reading skill on “appreciating figurative language”

3. Words and expressions of the text in Section B of Unit Four:Engelbreit’s the Name, Cute Is My Name

4. Text analyzation of Section B:Engelbreit’s the Name, Cute Is My Name

5.The exercises in Section B

Unit Five 建議學(xué)時(shí)：8

[教學(xué)目的與要求]

1. Improving students’ listening and speaking skills

2. Providing some relevant background information to broaden students’ horizon

3. Helping students have a good command of complicated language points

4. Assessing students’ academic performance timely in a scientific way

[教學(xué)重點(diǎn)與難點(diǎn)]

1. Key words and expressions

2. The difficult grammatical points of “not until” and “a present particile used as adverbial”

3. The writing pattern of “the dominant impression supported by details”

4. The reading skill of “understanding idiomatic expressions”

[授 課 方 法] 以課堂講授為主，課堂討論和課下自學(xué)為輔。課堂講授以講授精讀為主，聽力和會(huì)話為輔。所采用的教學(xué)法大致有功能法、結(jié)構(gòu)法、語法—翻譯法、交際法、情景法等；

[授 課 內(nèi) 容]

Periods 1&2

1. Oral English practices: class report/pair work/role play

2. Listening and speaking:

Unit Five:Student Life

Lesson A:Starting out

3. Pre-reading activities of Section A in Unit Five:Graceful Hands

1) New words and expressions

2) A brief introduction to relevant background information

Periods 3&4

1. Oral English practices: class report/pair work/role play

2. Text analyzation of Section A:Graceful Hands

1) Part division of the text

2) Difficult sentences

3) Writing styles and devices

Periods 5&6

1. Oral English practices: class report/pair work/role play

2. Exercises of Section A:Graceful Hands

3. Listening and speaking

Unit Five:Student Life

Lesson B:After graduation

Periods 7&8

1. Oral English practices: class report/pair work/role play

2. The reading skill on “understanding idiomatic expressions”

3. Words and expressions of the text in Section B of Unit Five:Decisions of the Heart

4. Text analyzation of Section B:Decisions of the Heart

5.The exercises in Section B

Unit Six 建議學(xué)時(shí)：8

[教學(xué)目的與要求]

1. Improving students’ listening and speaking skills

2. Providing some relevant background information to broaden students’ horizon

3. Helping students have a good command of complicated language points

4. Assessing students’ academic performance timely in a scientific way

[教學(xué)重點(diǎn)與難點(diǎn)]

1. Key words and expressions

2. The difficult grammatical points of “so that” and “attribute clause”

3. The writing pattern of “a general statement supported by details”

4. The reading skill of “skimming”

[授 課 方 法] 以課堂講授為主，課堂討論和課下自學(xué)為輔。課堂講授以講授精讀為主，聽力和會(huì)話為輔。所采用的教學(xué)法大致有功能法、結(jié)構(gòu)法、語法—翻譯法、交際法、情景法等；

[授 課 內(nèi) 容]

Periods 1&2

1. Oral English practices: class report/pair work/role play

2. Listening and speaking:

Unit Six:Telecommunications

Lesson A:Telephoning

3. Pre-reading activities of Section A in Unit Six:How to Prepare for Earthquakes

1) New words and expressions

2) A brief introduction to relevant background information

Periods 3&4

1. Oral English practices: class report/pair work/role play

2. Text analyzation of Section A:How to Prepare for Earthquakes

1) Part division of the text

2) Difficult sentences

3) Writing styles and devices

Periods 5&6

1. Oral English practices: class report/pair work/role play

2. Exercises of Section A:How to Prepare for Earthquakes

3. Listening and speaking

Unit Six:Telecommunications

Lesson B:Crazy for cell phones

Periods 7&8

1. Oral English practices: class report/pair work/role play

2. The reading skill on “skimming”

3. Words and expressions of the text in Section B of Unit Six:Changes in the Balance of Nature

4. Text analyzation of Section B:Changes in the Balance of Nature

5.The exercises in Section B

Unit Seven 建議學(xué)時(shí)：8

[教學(xué)目的與要求]

1. Improving students’ listening and speaking skills

2. Providing some relevant background information to broaden students’ horizon

3. Helping students have a good command of complicated language points

4. Assessing students’ academic performance timely in a scientific way

[教學(xué)重點(diǎn)與難點(diǎn)]

1. Key words and expressions

2. The difficult grammatical points of “as to” and “There/It is no use (point, sense, etc.) (in) doing…”

3. The writing pattern of “a general statement supported by details”

4. The reading skill of “identifying the writer’s purpose”

[授 課 方 法] 以課堂講授為主，課堂討論和課下自學(xué)為輔。課堂講授以講授精讀為主，聽力和會(huì)話為輔。所采用的教學(xué)法大致有功能法、結(jié)構(gòu)法、語法—翻譯法、交際法、情景法等；

[授 課 內(nèi) 容]

Periods 1&2

1. Oral English practices: class report/pair work/role play

2. Listening and speaking:

Unit Seven:Sports and Hobbies

Lesson A:In my free time

3. Pre-reading activities of Section A in Unit Seven:Bill Gates

1) New words and expressions

2) A brief introduction to relevant background information

Periods 3&4

1. Oral English practices: class report/pair work/role play

2. Text analyzation of Section A:Bill Gates

1) Part division of the text

2) Difficult sentences

3) Writing styles and devices

Periods 5&6

1. Oral English practices: class report/pair work/role play

2. Exercises of Section A:Bill Gates

3. Listening and speaking

Unit Seven:Sports and Hobbies

Lesson B:The active life

Periods 7&8

1. Oral English practices: class report/pair work/role play

2. The reading skill on “identifying the writer’s purpose”

3. Words and expressions of the text in Section B of Unit Seven:Martin Luther King

4. Text analyzation of Section B:Martin Luther King

5. The exercises in Section B

Unit Eight 建議學(xué)時(shí)：8

[教學(xué)目的與要求]

1. Improving students’ listening and speaking skills

2. Providing some relevant background information to broaden students’ horizon

3. Helping students have a good command of complicated language points

4. Assessing students’ academic performance timely in a scientific way

[教學(xué)重點(diǎn)與難點(diǎn)]

1. Key words and expressions

2. The difficult grammatical points of “What if” and “with+ n. + prepositional phrase”

3. The writing pattern of “l(fā)isting”

4. The reading skill of “identifying the writer’s purpose”

[授 課 方 法] 以課堂講授為主，課堂討論和課下自學(xué)為輔。課堂講授以講授精讀為主，聽力和會(huì)話為輔。所采用的教學(xué)法大致有功能法、結(jié)構(gòu)法、語法—翻譯法、交際法、情景法等；

[授 課 內(nèi) 容]

Periods 1&2

1. Oral English practices: class report/pair work/role play

2. Listening and speaking:

Unit Eight:Men and Women

Lesson A:How do I look?

3. Pre-reading activities of Section A in Unit Eight:Legal and Moral Implications of Cloning

1) New words and expressions

2) A brief introduction to relevant background information

Periods 3&4

1. Oral English practices: class report/pair work/role play

2. Text analyzation of Section A:Legal and Moral Implications of Cloning

1) Part division of the text

2) Difficult sentences

3) Writing styles and devices

Periods 5&6

1. Oral English practices: class report/pair work/role play

2. Exercises of Section A:Legal and Moral Implications of Cloning

3. Listening and speaking

Unit Eight:Men and Women

Lesson B:Dating

Periods 7&8

1. Oral English practices: class report/pair work/role play

2. The reading skill on “identifying the writer’s purpose”

3. Words and expressions of the text in Section B of Unit Eight:Who Will Take Advantage of Human Cloning?

4. Text analyzation of Section B:Who Will Take Advantage of Human Cloning?

5. The exercises in Section B