湖南涉外经济学院Word格式.docx
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湖南涉外经济学院Word格式.docx
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情况
教材名称
综合教程II
讲
授
实验
(践)
主编(著)
华东师范大学
出版社名称
上海外语教育出版社
108
70
38
18
6
考试
出版时间
2005年6月
次
日
期
上课节次
上课地点
每周时数分配
教学内容
备注
合计时数
1
十
二
教
楼
402
室
IntroductoryRemarksfortheNewSemester
Unit1:
MyFather'
sShadow
2
4
Exercises+MyNewMumIs...MyDad
(2)
Unit2:
TheTeddyStoddardStory(4)
3
TheTeddyStoddardStory
(2)
Exercises+TheForbiddenFruits
(2)
Unit3:
MyStrokeofLuck
(2)
MyStrokeofLuck(4)
Exercises+ANewAttitudetoGratitude
(2)
5
ReviewofUnit1-3
(2)
Unit4:
MeandMyBigMouth(4)
MeandMyBigMouth
(2)
Exercises+Sam'
sWake-upCall
(2)
Unit5:
FriendsforLife
(2)
7
FriendsforLife(4)
Exercises+DoThisandYouWillBeWelcomeAnywhere
8
CulturalAwarenessCultivation
(2)
Unit6:
"
We'
veBeenHit"
(2)
清明
9
(4)
Exercises+RethinkingSkyscrapers
(2)
10
ReviewofUnit4-6
(2)
Unit7:
TheVirtuesofGoingOlder(4)
11
TheVirtuesofGoingOlder
(2)
Exercises+ClosingtheGap
(2)
CulturalCulturalAwarenessCultivation
(2)
12
Unit8:
FourteenSteps(6)
13
Exercises+ThePowerofBelief
(2)
Presentation
(2)
Unit9:
TheDiaryoftheUnknownSoldier
(2)
14
TheDiaryoftheUnknownSoldier(4)
Exercises+LifeGoesOn
(2)
15
ReviewofUnit7-9
(2)
端午
16
Unit10:
GregoryPeck--AnAmericanMaster(6)
17
Unit10:
Exercises+UnforgettableIngridBergman
(2)
SelectedUnitfromUnit11-16(4)
Presentation+Review(Unit1-10)
说明:
1、教学内容按每次授课内容填写。
2、考核方式分考试与考查两种。
3、任课教师在每学期开课以前根据教学大纲编写教学日历,一式四份,经系主任(教研室主任)审阅同意后,一份自存,一份交所在系,一份交所在学部,一份交学生。
系主任(教研室主任)签名:
任课教师签名:
湖南涉外经济学院教案(首页)
名称
综合英语II
授课班级
英本200801、02
学生人数
79
授课教师
陈善敏
教师学历
研究生
教师职称
副教授
课程总学时
108学时
学时分配
课堂讲授72学时
实验实践36学时
学分
出版单位
授课方式
理论(●)实验()实习()
教学
目的
与要求
《综合教程II》是英语专业基础阶段必修主干专业基础课程之一,是一门综合英语技能课。
其主要目的是培养和提高学生综合运用英语的能力。
本课程主要通过采用语言基础训练与篇章讲解分析并重的教学方法,传授系统的基础语言知识(包括语音、语法、词汇与篇章的结构、语言功能等),全面训练听说读写四项基本语言技能,并力求使学生逐步提高语篇阅读理解能力,了解英语各种文体的表达方式和特点,扩大词汇量和熟悉英语常用句型,具备初步运用英语进行口、笔头交际的能力。
教师应鼓励学生积极参与课堂的各种语言交际活动以获得基本的交际技能,并达到新《高等学校英语专业教学大纲》所规定的听、说、读、写、译等技能的要求。
同时,注意培养学生正确的学习方法,引导学生树立良好的学风,为进入高年级打好扎实的专业基础。
的重
点与
难点
根据新《大纲》的要求,本课程的教学内容涵盖听、说、读、写、译等技能和跨文化交际能力的培养,但在不同的学习阶段侧重点有所不同。
《综合教程》
(二)主要以听说为主,兼顾读写译等技能,但也不偏废阅读和写作技能训练。
教师要狠抓学生的基本功的训练,让学生了解基础阶段所需掌握的基本词汇、短语、修辞以及语法知识,熟悉它们的使用方法,使学生具备扎实的基本功底;
同时又要使学生能理论联系实际,在这两年的学习中,教师应逐步减少对语言的控制,而不断加强对学生创造力的发挥,使学生逐步从有控制的练习过渡到自然的交际。
和主
要参
考书目
教材:
何兆熊主编,《综合教程》第2册,上海外语教育出版社,2005年
主要参考书目:
李观仪主编,《新编英语教程》第二册,上海外语教育出版社,2000年
黄源深,虞苏美等主编,《综合英语教程2》,高等教育出版社,1998年
湖南涉外经济学院教案(分页)
NO:
1
授课章节
Unit1MyFather’sShadow
课时安排
要求
Studentswillbeableto:
1.understandthemainidea,structureofthetextandtheauthor’swritingstyle
2.masterthekeylanguagepointsandgrammaticalstructuresinthetext
3.KnowsomeinformationaboutAmericanuniversities.
教学重点难点
driveoff,first-gradish,distinct,square,setout,discreetly,clutched,glimpse,reserve,dumb,whereabouts,demeanor,foreground,crack,anthology,scribble,crisp,grope,tipoff,malicious,preoccupation,liveupto,shackle,self-consciousness,fallaway,tryon,article,massive
教学内容及时间安排
方法及手段
I.Topicsfordiscussion(30mins.)
II.AnintegratedanalysisoftheText(110mins.)
III.Languagepoints(180mins.)
IV.Questionsforconsideration(40mins.)
V.Exercises(180mins.)
Multimedia
Discussion
Q&
A
作业布置:
Exercisesinthetextbook;
someotherC-E/E-Ctranslations
备注:
Unit1
Ⅰ.Teachingobjectives
Ø
understandthemainidea,structureofthetextandtheauthor’swritingstyle
masterthekeylanguagepointsandgrammaticalstructuresinthetext
considerthat“generationgap”asacommonphenomenonbetweenparentsandchildren
Ⅱ.Topicsfordiscussion
Whomdoyougoforhelpwhenyouareintrouble,yourfatheroryourmother?
Why?
Whatisyouropinionon“generationgap”?
Doyouthinkthereisgenerationgapbetweenyouandyourparents?
Howtobridgethegap?
Considerthedeepreasonofgenerationgap.
Ⅲ.AnintegratedanalysisofText1
Highlights
Asareminiscentwritingthetexttellsofhowtheauthor’snewbornbabybridgesthegapbetweenherfatherandherselfasthegenerationgapbetweenherfatherandherselfhasexistedforsolongatime.Bytellingthereaderhowthegapdisappearstheauthorintendstodisplaythepermanentlovebetweenparentsandchildren.
Structuralanalysisofthetextandlanguagepoints
Thetextcanbedividedintofiveparts.
PartOne:
(Paragraphs1)Asanintroduction,thefirstparagraphsuppliesthebasicinformationforthewholestory.
Thefollowingquestionscouldbeasked:
1)
HowdidtheauthorfeelabouthertriptoHawaii?
2)
Howcouldyoudescribetherelationshipbetweentheauthorandherfather?
PartTwo:
(Paragraphs2-4)Thethreeparagraphselaborateonhowtheirproblemsarosefromtheirdifferentpersonalpreferencesandhowthesedifferenceshavedevelopedintoakindof“coldwar”(silence).Itisaflashbackintotheauthor’searlyyears.
Thesecondparagraphlistsanumberofherfather’sunreasonabledemandsinherchildhoodandadolescenttime.Thethirdparagraphisaboutheroptionofcollegeandmarriageagainstherfather’swill.Thefourthparagraphdescribestheresultoftheirclashes—theyarebothpsychologicallyandphysicallysetapart.
Wouldyoupleasefindoutwhatparticulardemandsthefatherputontheauthor?
Howdidthefatherexpresshisdisapproval?
PartThree:
(Para.5-6):
Inparagraph5theauthorrecallsherchildhoodwhensheenjoyedherfather’sprofoundlove.Thisrecallisimportant,becauseitnotonlyshowsthefatheriscapableofparentallove,butalsosuggeststheauthor’syearningtoturntheclockbackandbeherfather’slittledaughteragain.
Paragraph6returnstothepresentmomentwhen,afterlongyearsofestrangement,theauthorcannotbutwonderwhetherherfatherwillextendhisloveforhis“littledaughter”tohiscrossbredgrandson.
1)Istheauthorpreparedfortheworst?
Partfour:
(Para.7-13):
Theseparagraphsconcernabouttheauthor’sobservationabouttheinitialreactionofherparentsintheirreunion,andthefather’saffectionforhisgrandsonisdescribedinparagragh10-11.Inthenexttwoparagraphs,theauthorbecomesawareofherfather’srealstateofmindandreaderscannaturallyexpectthetensiontomeltslowlyduringtherestoftheauthor’sstay.
Partfive:
(Para.14-15):
Thesetwoparagraphsserveasaconclusionofthestory.Theauthordepictstheprofoundemotionalattachmentbetweenherfatherandhersoninthefollowingyears—theircompanionshipintheplaysandtheoldman’sfrequentvisitstoNewYork
Thefollowingquestioncouldbeasked:
Whatdoesitmeanby“…trailedbyadifferent,bouncingshadow”?
Ⅳ.Languagepoints
Apprehension
1)anxietyaboutthefuture,expectationofsomethingunpleasant
E.g.Wewaitedforthemwithapprehension.
2)apprehensiveadj.
E.g.ImustadmitthatbeforemybabywasbornIwasapprehensiveaboutmotherhood
Stern
1)serious,strict,severe
E.g.thecollegeprincipalwasasternoldScotsmancalledMr.Fraser.
2)sternlyadv.
E.g.Whenshedidnotanswerhesaidsternlyandcoldly,“Doyouunderstandme?
”
Feminine
typicalofawoman,especiallyinawaythatisgracefulorattractive
E.g.Nowadaysmanywomenrejectedtheoldfemininerolesofwifeandmother.
E.g.“HowdidyouknowIwaslying?
“Callitfeminineintuition”
Mingle
Tomixsoastoformanindividualwhole,whilekeepingseparatequalities
E.g.AsIspokehisexpressionwasoneofamazementmingledwithfury.
E.g.Sheminglestraditionandoriginalityinherdesign.
Followinsomeone’sfootstep
Tofollowanexamplesetbysomeoneinthepast
E.g.Charles’schildrenwillfollowinhisfootstepsandgotothesameschool.
Marryinto(afamilyorasocialclass)
Tobecomeamemberofacertainfamilyorsocialclassbymarriage
E.g.TheonlyreasonCamillahassomuchmoneyisthatshemarriedontothearistocracy.
Subsequent
1)followingorhappeningafter
E.g.Insubsequentlessonstheteachermadeclearwhatshehadsaidatthebeginning.
2)subsequentlyadv.
E.g.Theystartedtheirresearchusingamethodwhichwassubsequentlyprovedtobeunsatisfactory.
Estrangement
1)causing(esp.peopleinafamily)tobecomeunfriendlytowardseachother.
E.g.Hisestrangementfromhisbrothersandsistersmadehiswifeandchildrenverysad.
2)estrangev.
E.g.Stevebecameincreasinglyestrangedfromhiswifeandchildren.
Flood
Toarriveat(in)largenumbers
E.g.Requestsforinformationfloodedinaftertheadvertisement.
E.g.Touristsfloodedintothecity.
Tiptoe
Towalkontiptoetoavoidmakinganynoise
E.g.Theytiptoedfromroomtoroom,afraidtospeakaboveawhisper.
Gleefully
Insuchawayasshowinggreatjoyandsatisfaction
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