《大学英语2》课程基本信息 (一)课程名称:《大学英语2》 (二)学时学分:周4学时,4学分 (三)预修课程:大学英语1 (四)使用教材 李荫华等主编:《大学英语》(全新版)(第1版),上海外语教育出版 社,2002年1月版 (五)教学参考书(3本以上) 1.郑树棠等著:《新视野大学英语》(第1版),外语教学与研究出版 社,2003年1月1版 2.丁往道等著:《英语写作手册》(第2版),外语教学与研究出版社, 1994年6月第2版; 3.方梦之等著:《英语翻译教程》(第1版),上海外语教育出版社, 2004年3月第1版 (六)教学方法:课堂讲授,启发式教学,课堂讨论,当堂测试,提问式教 学,学生讲授,师生互动。 (七)教学手段:多媒体教学,传统讲授,网络教学,ⅤCD。 (八)考核方式:闭卷考试,口试。 (九)学生创新精神与实践能力的培养方法:通过课堂的启发,引导学生对 所学内容进行深入的思考,同时通过课堂教学使学生提高英语的综合 能力,包括听说读写译等方面。最终培养学生英语的学习兴趣和自学 能力,使学生的英语水平达到一个本质的提高。 (十)其它要求:要求学生做好预习和复习工作,课堂上积极参与课堂活动, 多与老师和同学交流
《大学英语 2》课程基本信息 （一）课程名称：《大学英语 2》 （二）学时学分：周 4 学时，4 学分 （三）预修课程：大学英语 1 （四）使用教材 李荫华等主编：《大学英语》（全新版）（第 1 版），上海外语教育出版 社，2002 年 1 月版。 （五）教学参考书（3 本以上） 1．郑树棠等著：《新视野大学英语》（第 1 版），外语教学与研究出版 社，2003 年 1 月 1 版； 2．丁往道等著：《英语写作手册》(第 2 版)，外语教学与研究出版社， 1994 年 6 月第 2 版； 3．方梦之等著：《英语翻译教程》（第 1 版），上海外语教育出版社， 2004 年 3 月第 1 版。 （六）教学方法：课堂讲授，启发式教学，课堂讨论，当堂测试，提问式教 学，学生讲授，师生互动。 （七）教学手段：多媒体教学，传统讲授，网络教学，VCD。 （八）考核方式：闭卷考试，口试。 （九）学生创新精神与实践能力的培养方法：通过课堂的启发，引导学生对 所学内容进行深入的思考，同时通过课堂教学使学生提高英语的综合 能力，包括听说读写译等方面。最终培养学生英语的学习兴趣和自学 能力，使学生的英语水平达到一个本质的提高。 （十）其它要求：要求学生做好预习和复习工作，课堂上积极参与课堂活动， 多与老师和同学交流
《大学英语2》教学进度计划表 周数教学内容 作业要求备注 Unit 1 Ways of Learnin 预习课文 第二周 Unit 1 Ways of Learning 复述课文 听写 第三周 Unit 2 values 作文 第四周 Unit 3 The Generation g: 预习课文 第五周Umt3 The Generation Gap 复述课文 Unit 4 The Virtual World 听写 第六周 Unit 4 The Virtual World 作文 讨论 第七周 Mid-Term Revision 页习课文 第八周 Unit 5 Overcoming Obstacles 复述课文 听写 第九周Unt5 Overcoming Obstacles Unit 6 Women, Half the Sky 作文 第十周 Unit 6 Women. Half the Sky 预习课文 第十一周|Un7 Learning about English 复述课文 翻译 第十二周Unt7 Learning about english 讨论 Unit 8 Protecting Our environment 第十三周Unt& Protecting our environment 第十四 第十五周 General revision 匚第十七周
《大学英语 2》教学进度计划表 周 数 教 学 内 容 作业要求 备 注 第 一 周 Unit 1 Ways of Learning 预习课文 第 二 周 Unit 1 Ways of Learning Unit 2 Values 复述课文 听写 第 三 周 Unit 2 Values 作文 第 四 周 Unit 3 The Generation Gap 预习课文 第 五 周 Unit 3 The Generation Gap Unit 4 The Virtual World 复述课文 听写 第 六 周 Unit 4 The Virtual World 作文 讨论 第 七 周 Mid-Term Revision 预习课文 第 八 周 Unit 5 Overcoming Obstacles 复述课文 听写 第 九 周 Unit 5 Overcoming Obstacles Unit 6 Women, Half the Sky 作文 第 十 周 Unit 6 Women, Half the Sky 预习课文 第 十 一 周 Unit 7 Learning about English 复述课文 翻译 第 十 二 周 Unit 7 Learning about English Unit 8 Protecting Our Environment 讨论 第 十 三 周 Unit 8 Protecting Our Environment 第 十 四 周 General Revision 第 十 五 周 General Revision 第 十 六 周 第 十 七 周 第 十 八 周
Unit 1 Ways of learning . Teaching Plan (5 periods) Objectives Students will be able to 1. grasp the main idea(that it would be ideal if we can strike a balance between the Chinese and the Western learning styles )and structure of the text(introduction of the topic by an anecdote elaboration by comparison and contrast--conclusion by a uggestion) 2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method ) 3. master the key language points and grammatical structures in the text 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit Time allotment Ist period eriod Pre-read ing; While-reading While-reading Post-reading Check on students While-reading(Paras 6-13)(Paras 6-13(Debate, home reading(Text (Paras. 1-5) continued Exercises)B): Theme-related Paras 14 Pre-reading tasks 1.Tasks Ss the following questions. The first is based on the song. Teach Your Children (Minutes According to the song, who should teach whom? Is learning a one-way street? (Parents and children should teach each other and learn from each other. Learning is a two-way interaction. Can you guess what the theme of this unit, ways of learning, refers to?( Different people have different learning styles 2 Ss listen to the following quotation from《文汇读书周报》(2001年12月1日 第一版”自主教育:“管”还是“不管”) take some notes and then t will invite some ss to summarize in English how Chen Yu huas parents handle her education 本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的 书近来极为畅销,问世才一月,在全国销售量已达到20余万册。其所倡导的“自主 教育”理念在教育界引发争议。 不少读者反映这本书最初吸引他们的是出挑的书名一一"千万别管孩子气难 道真的应当对孩子的教育放任自流?看了书后才明白,该书所强调的,其实并非让家 长“剔管”孩子恰恰是,“怎么去管”这个老问题。但它鲜明地提出了"自主教育 理念切中了社会热点。 该书主人公陈宇华的父母在讲述教育经验时说虽然他们常说"从来没管过 她。其实,他们一直在管她而管的内容就是反复提醒孩子的自我意识让她认识到 自己才是教育的主体,一切要靠自己的努力才会成功老师家长则仅仅起辅导作 用。这正是自主教育的精髓所在
Unit 1 Ways of Learning I. Teaching Plan (5 periods) Objectives Students will be able to: 1. grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote elaboration by comparison and contrast--conclusion by a suggestion) 2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method); 3. master the key language points and grammatical structures in the text; 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Time allotment 1 st period 2 nd period 3 rd period 4 th period 5 th period Pre-reading; While-reading (Paras. 1-5) While-reading (Paras 6-13) While-reading (Paras 6-13 continued; Paras 14) Post-reading (Debate; Exercises) Check on students’ home reading (Text B); Theme-related language learning tasks Pre-reading tasks 1.T asks Ss the following questions. The first is based on the song. Teach Your Children: (5minutes ) According to the song, who should teach whom? Is learning a one -way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.) Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles) 2. Ss listen to the fo11owing quotation from《文汇读书周报》(2001 年 12 月 1 日 第一版,"自主教育:“管”还是“不管”?) take some notes and then T will invite some Ss to summarize in English how Chen Yu hua’s parents handle her education. 一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的 书近来极为畅销，问世才一月,在全国销售量已达到 20 余万册。其所倡导的“自主 教育”理念在教育界引发争议。 不少读者反映,这本书最初吸引他们的是出挑的书名一一"千万别管孩子气难 道真的应当对孩子的教育放任自流?看了书后才明白,该书所强调的,其实并非让家 长“剔管” 孩子,恰恰是，“怎么去管”这个老问题。但它鲜明地提出了"自主教育" 理念,切中了社会热点。 该书主人公陈宇华的父母在讲述教育经验时说,虽然他们常说"从来没管过 她。“其实,他们一直在管她,而管的内容,就是反复提醒孩子的自我意识,让她认识到 自己才是教育的主体,一切要靠自己的努力,才会成功,老师家长则仅仅起辅导作 用。这正是自主教育的精髓所在……
(possible summary: They let her learn independently and seek out knowledge actively hey may help during the process, but don't expect to spoon-feed her with knowledge. )(15minutes) T may lead in to Text a by ng: As you may have noticed from the book title 《千万别管孩子一一自主教育哈佛启示录》, Chen yuhua' s parents hold quite a western view on child education. They disagree with many other mom trad itional parents. In Text A, Howard Gardner made a detailed comparison between Chinese and Western attitudes toward learning. (2minutes) While-reading tasks Skimming(15minutes) 1)SS Sum Paras 1-5and be ready to answer the following questions Where and when did the incident take place? (Jinling Hotel in Nanjing, spring 198 Who are the main characters in this incident? (author, his wife Ellen their son Benjamin, hotel staff) What is the attitude of the author and his wife toward Benjamin,'s efforts in inserting the key into the slot? (They let him explore and enjoy himself. What is the attitude of the hotel staff toward Benjamins efforts? (They held his hand and taught him how to insert the key correctly. 2)T asks some S pairs to report to the class, one asking the above questions and the other provid ing the answers 3Ttells Ss that there are many ways of introducing a topic(see Text analysis). Ss will decide which way is adopted by Howard gardner 2. T explains language points from Para Ito Para 5, and gives Ss practice Language Study).(15minutes) 3. T guides Ss through the directions for Text Organization Exercise 2and Writin strategy. Then Ss scan the first sentence of both Para 6and Para 7, and decide what method of comparison and contrast is used here (one-side-at-a-time method). (81 4. T explains language points from Para 6to Para 10, and gives Ss practice(see Language Study )(15minutes) 5. Ss sum up the contrast between Chinese and Western ways tolearn to fulfill a task (the Chinese show a child how to do something, or teach by hold ing his hand the Western teach a child to rely on himself for solutions to problems). (5minutes) 6.SS scan from Para 1loPara 13, then answer the following questions: ( 5minutes) Can you find words like"Chinese and"Westerner"or"American"or"the West in each ph (ye What method of comparison and contrast is used here? (point-by-point method) 7.T explains language points in these paragraphs and gives SS practice(see Language Study ).(20minutes) 8.Ss sum up the contrast between the Chinese and the Western attitudes toward creativity and basic skills-(me Chinese give prior ity to developing skills at m early age, believing that creativity can be promoted over time, the Westerners put more emphasis on fostering creativ ity in young children, thinking that skills cm be picked up later. )(5minutes) 9.T explains language points in Paral4and gives Ss practice(see Language study (Minutes) 10.T tells Ss that there are many ways of concluding an essay(see Text analysis). Ss
(possible summary: They let her learn independently and seek out knowledge actively. They may help during the process, but don't expect to spoon-feed her with knowledge.)(15minutes) 3. T may lead in to Text A by saying: As you may have noticed from the book title 《千万别管孩子一一自主教育哈佛启示录》,Chen Yuhua’s parents hold quite a western view on child education. They disagree with many other mom traditional parents. In Text A, Howard Gardner made a detailed comparison between Chinese and Western attitudes toward learning.(2minutes) While-reading tasks 1 .Skimming (15minutes) 1) SS Sum Paras 1-5and be ready to answer the following questions: Where and when did the incident take place?(Jinling Hotel in Nanjing, spring 1987) Who are the main characters in this incident?(author, his wife Ellen their son Benjamin, hotel staff) What is the attitude of the author and his wife toward Benjamin's efforts in inserting the key into the slot?(They let him explore and enjoy himself.) What is the attitude of the hotel staff toward Benjamin’s efforts?(They held his hand and taught him how to insert the key correctly.) 2) T asks some S pairs to report to the class, one asking the above questions and the other providing the answers. 3)T tells Ss that there are many ways of introducing a topic (see Text Analysis).Ss will decide which way is adopted by Howard Gardner.· 2.T explains language points from Para 1to Para 5,and gives Ss practice Language Study). (15minutes) 3.T guides Ss through the directions for Text Organization Exercise 2and Writing strategy. Then Ss scan the first sentence of both Para 6and Para 7,and decide what method of comparison and contrast is used here (one-side-at-a-time method).(8minutes) 4.T explains language points from Para 6to Para 10,and gives SS practice (see Language Study) (15minutes) 5.Ss sum up the contrast between Chinese and Western ways t01earn to fulfill a task (the Chinese show a child how to do something, or teach by holding his hand; the Western teach a child to rely on himself for solutions to problems).(5minutes) 6.SS scan from Para 11ωPara 13,then answer the following questions:(5minutes) Can you find words like "Chinese" and " Westerner" or "American" or "the West in each paragraph?(yes) What method of comparison and contrast is used here?(point-by-point method) 7.T explains language points in these paragraphs and gives SS practice (see Language Study). (20minutes) 8.Ss sum up the contrast between the Chinese and the Western attitudes toward creativity and basic skills-(me Chinese give priority to developing skills at m early age, believing that creativity can be promoted over time; the Westerners put more emphasis on fostering creativity in young children, thinking that skills cm be picked up later.)(5minutes) 9.T explains language points in Para14and gives SS practice (see Language study (5minutes) 10.T tells SS that there are many ways of concluding an essay (see Text Analysis).SS
decide which way is used in this essay (5minutes) Post-reading task 1. Debate: Should we develop childrens creativity first or train them in basic skills first? (30 minutes) 1)Ss divide into two groups, one taking the side of creativity first, another taking the Side of basic skills first 2)In each group, Ss further divide into smaller groups of three to four, brainstorming arguments examples\ statistics\ quotes etc. in support of their viewpoint, as ell as those that could be used to refute the other sid 3)Debate begins, with T acting as moderator 2.T guides Ss through several after-text exercises (20minutes) 3.T checks on Ss, home reading (Text BL(minutes) 4.Ss do Part Iv: Theme-Related Language Learning Tasks (period) 5.T asks Ss to prepare the next unit: ( 2minutes) I do the pre-reading task 2)preview Text A IL. Text analysis An essay is usually made up of three parts: a beginning where the topic is introduced the body part where the topic is elaborated on, and a conclusion Besides stating the topic directly, there are many other ways to introduce a In this text. an anecdote or an incident is used. The author of Text A. unit I( What Animals Really Think )introduces his topic by posing a question: " Do animals all have thoughts, what we call consciousness? "Text B, Unit 3, Book 1(How to Make Sense out of Science )begins by quoting newspaper headlines New Drugs Kill Cancer Devastation by El Nino ---a Warning 6: 30p. m. October 26, 2028: Could This Be the deadline for the a pocalypse Text B of this unit, children and Money, begins with an imagined argument between a Child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the mope important point is that you should learn to vary your own Writing by adopting various types of topic introduction Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, Unit 3, Bookl ends by giving a simile, comparing scientific research to maountain climbing, "a process filled with d isappointments and reverses, but somehow we keep moving ahead- "In this text, Howard Gardner makes a suggestion in the form of a question II. Cultural notes 1. Education in the west: There is no common agreement in the West concerning the best method of education. a variety of views can be found among parents, teacher and students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of western education. This can be seen as fa back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Yet even then there was no general agreement that this was the best way to teach. Socrates, after 1, was condemned to death by his fellow citizens for corrupting the morals of the
decide which way is used in this essay(5minutes) Post-reading tasks 1.Debate:Should we develop children's creativity first or train them in basic skills first?(30 minutes) 1)SS divide into two groups, one taking the side of creativity first, another taking the side of basic skills first. 2)In each group, Ss further divide into smaller groups of three to four, brainstorming arguments examples\ statistics\ quotes \ etc. in support of their viewpoint, as well as those that could be used to refute the other side. 3)Debate begins, with T acting as moderator. 2.T guides SS through several after-text exercises.(20minutes) 3.T checks on Ss, home reading (Text BL(3minutes) 4.Ss do Part Iv: Theme-Related Language Learning Tasks.(1period) 5.T asks Ss to prepare the next unit:(2minutes) 1)do the pre-reading task; 2)preview Text A. II. Text Analysis An essay is usually made up of three parts: a beginning where the topic is introduced; the body part where the topic is elaborated on, and a conclusion. Besides stating the topic directly, there are many other ways to introduce a theme. In this text, an anecdote or an incident is used. The author of Text A, Unit 6,Book 1(What Animals Really Think)introduces his topic by posing a question: "Do animals a11 have thoughts, what we call consciousness?" Text B, Unit 3,Book 1(How to Make Sense out of Science)begins by quoting newspaper headlines: "New Drugs Kill Cancer Devastation by El Nino ----a Warning 6:30p.m.October 26,2028:Could This Be the Deadline for the Apocalypse?" Text B of this unit, children and Money, begins with an imagined argument between a Child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the mope important point is that you should learn to vary your own Writing by adopting various types of topic introduction. Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution , a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, Unit 3, Book1 ends by giving a simile, comparing scientific research to maountain climbing, "a process filled with disappointments and reverses, but somehow we keep moving ahead-"In this text, Howard Gardner makes a suggestion in the form of a question. III. Cultural Notes 1. Education in the west: There is no common agreement in the West concerning the best method of education. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Yet even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the