《英語2》課程教學(xué)大綱課程名稱（中文/英文）：英語2/English2課程類別：專業(yè)課課程性質(zhì)：必修課 適用專業(yè)：日語專業(yè)（商務(wù)方向）學(xué)時數(shù)：64 其中：實驗/上機(jī)學(xué)時： 0學(xué)分?jǐn)?shù)：4 考核方式：期末筆試預(yù)修課程：無教學(xué)參考書：吳曉真編.全新版大學(xué)英語綜合教程教師手冊.上海外語教育出版社.2010.4開課單位：外國語學(xué)院日語系課程簡介：英語教學(xué)是高等教育的一個有機(jī)組成部分，英語課程是大學(xué)生的一門必修的基礎(chǔ)課程。日語專業(yè)英語二外教學(xué)是以英語語言知識與應(yīng)用技能、學(xué)習(xí)策略和跨文化交際為主要內(nèi)容，以外語教學(xué)理論為指導(dǎo)，并集多種教學(xué)模式和教學(xué)手段為一體的教學(xué)體系。本門課程對學(xué)生知識、能力和素質(zhì)的培養(yǎng)目標(biāo)：聽力理解能力：能夠基本聽懂來自英語國家人士的談話和講座，能聽懂題材熟悉、篇幅較長的國內(nèi)英語廣播或電視節(jié)目，口語表達(dá)能力：能夠和來自英語國家的人士進(jìn)行比較流利的會話，較好地掌握會話策略，能基本表達(dá)個人意見、情感、觀點(diǎn)等。閱讀理解能力：能基本閱讀英語國家報刊雜志的一般性題材的文章，閱讀速度為每分鐘80詞，在快速閱讀篇幅較長的材料時，閱讀速度達(dá)到每分鐘120詞，能就閱讀材料進(jìn)行略讀或?qū)ぷx。書面表達(dá)能力：能寫日常應(yīng)用文，能就一定的話題在半小時內(nèi)寫出160詞的短文，內(nèi)容完整，條理清楚，文理通順。Unit1WaysofLearning（10學(xué)時）教學(xué)目的和要求Studentswillbeableto:graspthemainidea(thatitwouldbeidealifwecanstrikeabalancebetweentheChineseandtheWesternlearningstyles)andstructureofthetext(introductionoftopicbyananecdoteelaborationbycomparisonandcontrast-conclusionbyasuggestion);appreciatethedifferencebetweencomparisonandcontrast,aswellasdifferentwaystocompareandcontrast(point-by-pointmethodorone-side-at-a-timemethod);masterthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.教學(xué)重點(diǎn)和難點(diǎn)graspthemainidea(thatitwouldbeidealifwecanstrikeabalancebetweentheChineseandtheWesternlearningstyles)andstructureofthetext(introductionoftopicbyananecdoteelaborationbycomparisonandcontrast-conclusionbyasuggestion);appreciatethedifferencebetweencomparisonandcontrast,aswellasdifferentwaystocompareandcontrast(point-by-pointmethodorone-side-at-a-timemethod);教學(xué)內(nèi)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學(xué)時）教學(xué)目的和要求Studentswillbeableto:understandthemainidea(despitehiswealth,SamWaltonremainsdown-homeanddevotedtohisteam)andstructureofthetext;appreciatetheuseofindirectdescriptioninportrayingaperson;3．graspthekeylanguagepointsandgrammaticalstructuresinthetext;4．conductaseriesofreading,listening,speaking,andwritingactivitiesrelatedtothethemeoftheunit.教學(xué)重點(diǎn)和難點(diǎn)understandthemainidea(despitehiswealth,SamWaltonremainsdown-homeanddevotedtohisteam)andstructureofthetext;appreciatetheuseofindirectdescriptioninportrayingaperson;教學(xué)內(nèi)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學(xué)時）教學(xué)目的和要求Studentswillbeableto:1．a(chǎn)ppreciatethebasicelementsofaplay;2．graspthekeylanguagepointsandgrammaticalstructuresinthetext;3．conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.教學(xué)重點(diǎn)和難點(diǎn)appreciatethebasicelementsofaplay;2．graspthekeylanguagepointsandgrammaticalstructuresinthetext;教學(xué)內(nèi)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學(xué)時）教學(xué)目的和要求Studentswillbeabletounderstandthemainidea(despitethemanynegativeeffectsofvirtuallife,theauthorprefersittoreallife)andstructureofthetext(contrastbetweenvirtuallifeandreallife);learnsomerulesofinterpretingnewvocabularyandusagerelatedtocomputersandtheInternetinEnglish;graspthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.教學(xué)重點(diǎn)和難點(diǎn)understandthemainidea(despitethemanynegativeeffectsofvirtuallife,theauthorprefersittoreallife)andstructureofthetext(contrastbetweenvirtuallifeandreallife);learnsomerulesofinterpretingnewvocabularyandusagerelatedtocomputersandtheInternetinEnglish;教學(xué)內(nèi)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(網(wǎng)絡(luò)生存競賽)andIhavebeenshutupinbarehotelrooms.OuronlylinktotherealworldhasbeenacomputerthatishookeduptotheInternet(聯(lián)網(wǎng)電腦).Wehavereliedonit,notonlyforfood,bedsheetsandotherdailynecessities,butalsotosetupanusiness（電子商務(wù)）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學(xué)時）教學(xué)目的和要求Studentswillbeableto:graspthemainidea(dreamingandhardworkhelpedMichaelStoneonhiswaytosuccess)andthestructureofthetext(narrationwithaflashback);appreciatethenarrativeskills(usingdetailstobringoutacharacter;asurprisingending;useofpuns);masterthekeylanguagepointsandgrammaticalstructuresinthetext;conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.教學(xué)重點(diǎn)和難點(diǎn)graspthemainidea(dreamingandhardworkhelpedMichaelStoneonhiswaytosuccess)andthestructureofthetext(narrationwithaflashback);appreciatethenarrativeskills(usingdetailstobringoutacharacter;asurprisingending;useofpuns);教學(xué)內(nèi)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.(偉業(yè)非一日之功/羅馬非朝夕建成)Godhelpsthosewhohelpthemselves.(黃天不負(fù)有心人/自助者天助,)Youshallreap,whatyousow.(種瓜得瓜，種豆得豆/一分耕耘，一分收獲。)Constantdrippingwearsawaythestone.(鍥而不舍，金石可鏤。（)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學(xué)時）教學(xué)目的和要求Studentswillbeableto:graspthemainidea(thebeliefinsuperwomenencouragesaveragewomentoachievetheirgoals)andstructureofthetext;appreciatehowtheauthorachievescoherenceforheressay;3．masterkeylanguagepointsandgrammaticalstructuresinthetext;4．conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.教學(xué)重點(diǎn)和難點(diǎn)graspthemainidea(thebeliefinsuperwomenencouragesaveragewomentoachievetheirgoals)andstructureofthetext;appreciatehowtheauthorachievescoherenceforheressay;教學(xué)內(nèi)容Pre-readingactivities1．TasksSsthefollowingquestionsonthesongIamWoman:Whycan’twomenbeignored?(becauseoftheirhugenumbers)Whathappenstowomenifyoutrytobreaktheirwill?(Youcanbendthembutyoucanneverbreakthem.Itonlyservestomakethemmoredeterminedtoachievetheirfinalgoal.)Freewriting:Sswritefor5minutesansweringthequestion:“Ismymotherbusy?Whatarehermaintasksindailylife?”Groupdiscussion（1）Ssf