课程名：大学基础英语（2）(College Fundamental English Band II) 学分：4 学时：64
课程类别：综合教育必修课
开课学院：外国语学院 所属基层教学组织：
曾任课教师：
课程大纲：
一、课程性质与目的
本课程是为日语专业、韩语专业本科生开设的专业选修课，是语言类（非英语语种）本科生的选修课程，在语言类（非英语语种）本科生二年的学习中，帮助引导学生入门，使学生达到一定大学英语水平。本课程旨在指导学生在深入学习的基础上，从词、句、语篇等角度进行读、听、说、写、译多方面的语言操练，着重培养学生的英语语言能力和综合应用能力，尤其是听、说和运用英语的能力，为以后学习其它专业英文课程打下基础。
二、课程简介
本课程旨在指导学生在深入学习的基础上，从词、句、语篇等角度进行读、听、说、写、译多方面的语言操练，着重培养学生的英语语言能力和综合应用能力，尤其是听、说和运用英语的能力。
三、教学内容
第一部分 词汇（16 学时）
领会掌握2500个左右的常用单词，以及由这些词构成的常用词组（中学所掌握的单词和词组包括在内），并具有按照基本构词法识别生词的能力。
第二部分 阅读（12学时）
能顺利阅读语言难度中等的一般性题材的文章，掌握中心大意以及说明其大意的事实和细节，并能进行一定的分析、推理和判断，领会作者的观点和态度，阅读速度达到每分钟80词。在阅读篇幅较长、难度略低、生词不超过总词数3%的材料时，能掌握中心大意，抓住主要事实和有关细节，阅读速度达到每分钟100词。
第三部分 听力（16学时）
能听懂英语讲课，并能听懂题材熟悉、句子结构比较简单、基本上没有生词、语速为每分钟140~160词的短语会话、谈话、报道和讲座，掌握其中心大意，抓住要点和有关细节，领会讲话者的观点和态度。
第四部分 口语（8学时）
能就所熟悉的话题经准备后做简短发言，表达思想比较清楚，语音、语调基本正确。
第五部分 写作（8学时）
能借助词典将难度略低于课文的英语短文译成双语，理解正确，译文达意，译速为每小时180个英语单词。能借助词典将内容将内容熟悉的汉语文字材料译成英语，译文达意，无重大语言错误，译速为每小时180个汉字。
其他 （4学时）
期中考试2学时
期末考试2学时
《新编英语教程2 学生用书》
Unit 1 Two Kinds of Football
Teaching aims:
Cognitive aims: Contrast uncountable mass nouns with related countable nouns
Capable aims: Be able to describe personality and character
Emotional aims: Understanding the different values held by the young and old and the generation gap
Teaching focus:
1. vocabulary: easy to get on with vain easy-going come first show off
2. grammar: uncountable mass nouns and countable nouns
Teaching process:
1. Leading words:
2. Brainstorming:
Work with your group to think of as many words, phrases, expressions as possible regarding the following topics. Write them in the blanks below:
1) adjectives for describing personality:
2) expressions for personal appearance:
3) expressions for likes and dislikes:
4) expressions for managing relationships:
5) expressions for people we know or meet:
3. Listening
This is an interview; in this interview the interviewer tells us how he changed his ideas towards his brother. Listen to the interview and answer the following questions on page 2.
4. Speaking
A. Now please prepare a short dialogue between you and your partner, you may ask them questions as following… (students practice)
B. Prepare a short talk about something interesting that happened when you were with your friends. You may tell a true story or use your imagination.
C. Look at the following pictures and speculate on…
Discuss the following questions in a small group. Afterwards, tell your stories to the class.
Unit 2 Stunts in the Cinema
Teaching aims:
Cognitive aims: Expand a sentence with infinitive to-structure and the structure for (doing) something expressing “purpose”.
Capable aims: Expressions for describing someone and his behavior
Emotional aims: Everyone has his fault, we must try to make them up
Teaching focus:
1. vocabulary: beloved concern clumsy devastated
2. grammar: to-structure and for-structure
Teaching process:
1. Leading words:
2. Brainstorming:
Work with your group to think of as many words, phrases, expressions as possible regarding the following topics. Write them in the blanks below:
1) Expressions for general impressions of a person:
2) Expressions for describing someone’s emotional changes:
3) Expressions for behavior
3. Listening
This is a really moving story. Listen to the story twice and answer the following questions.
4. Speaking
A. Work in small groups, describing to your partners people you know and their behavior. (students practice)
B. Prepare a short story about an interesting account of someone and his typical behavior. You may tell a true story or use your imagination.
C. Look at the following pictures and speculate on…
Discuss the following questions in a small group. Afterwards, tell your stories to the class.
Unit 3 A Shopper's Nightmare
Teaching aims:
Cognitive aims: Noun phrases expanded by to do something; of doing something
Capable aims: Expressions for describing difficult or problem situations
Emotional aims: Never look down upon humble people or things
Teaching focus:
1. Vocabulary: set out to do sth. Plunge get level with admit run out of
2. grammar: Noun phrases expanded by to do something; of doing something
Teaching process:
1. Leading words:
2. Brainstorming:
Work with your group to think of as many words, phrases, expressions as possible regarding the following topics. Write them in the blanks below:
1) Expressions for describing difficult or problem situations:
2) Expressions of fear:
3) Expressions for solving problems:
4) Expressions for rescue work:
Unit 4 Environmental Pollution
Teaching aims:
Cognitive aims: that –clause after nouns, and adjectives
Capable aims: Describe the handling small gadgets in everyday life
Emotional aims: Use your own brain to imagine something out
Teaching focus:
1. Vocabulary: experiment with replace blame fault be in sorry shape
2. grammar: that –clause after nouns, and adjectives
Teaching process:
1. Leading words:
2. Brainstorming:
Work with your group to think of as many words, phrases, expressions as possible regarding the following topics. Write them in the blanks below:
1) Names of small stationery objects:
2) Verbs expressing the use of small stationery object:
3) Names of tools for using small objects:
4) Names of parts of machines or gadgets in everyday life:
Unit 5 America's National Parks, Part I
Teaching aims:
Cognitive aims: Real conditional vs. unreal conditional sentences with on a condition; on condition of suppose
Capable aims: Expressions for language
Emotional aims: Find out how can we learn English well
Teaching focus:
1. Vocabulary: in question ultimate embark on after all to the extent that
2. grammar: Real conditional vs. unreal conditional sentences
Teaching process:
1. Leading words:
2. Brainstorming:
Work with your group to think of as many words, phrases, expressions as possible regarding the following topics. Write them in the blanks below:
1) Expressions for language:
2) Expressions for assessing language behavior:
3) Verbs expressing the use of language:
4) Expressions for forms of language use:
Unit 6 Vitamins
Teaching aims:
Cognitive aims: Unfulfilled past obligations, etc. and actions taken despite obligations to the contrary.
Capable aims: Expressions for shopping
Emotional aims: Learn something about business.
Teaching focus:
1. Vocabulary: orthodox extort fade might as well for sake of provide that…
2. Grammar: Unfulfilled past obligations, etc. and actions taken despite obligations to the contrary.
Teaching process:
1. Leading words:
2. Brainstorming:
Work with your group to think of as many words, phrases, expressions as possible regarding the following topics. Write them in the blanks below:
1) Expressions for shops:
2) Expressions for buying and selling:
3) Expressions for money:
4) Expressions for shopping facilities:
Unit 7 Intelligence in Animals
Teaching aims:
Cognitive aims: More about passive-constructions: make/have/feel + noun + passive.
Capable aims: Expressions for describing past events
Emotional aims: Cherish the childhood.
Teaching focus:
1. Vocabulary: nebulous be wrapped in be frightened of have a terrible job to do something
2. Grammar: More about passive-constructions: make/have/feel + noun + passive.
Teaching process:
1. Leading words:
2. Brainstorming:
Work with your group to think of as many words, phrases, expressions as possible regarding the following topics. Write them in the blanks below:
1) Expressions of time for describing past events:
2) Expressions for describing childhood memories:
3) Expressions for places for children:
4) Expressions for people looking after children:
Unit 8 Daydreaming
Teaching aims:
Cognitive aim: sentences with objective complements (adj. or v.-ed/ v.-ing)
Capable aim: expressions for works/jobs for man and women
Emotional aim: To think about the relationship between society and women.
Teaching focus:
1. Vocabulary: anonymous pent-up integrity nurture commitment hoard
2. Grammar: sentences with objective complements (adj. or v.-ed/ v.-ing)
Teaching procedure:
1. Leading:
2. Brainstorming:
Work with your group to think of as many words phrases or expressions as possible regarding the following topics. Write them down in the following blanks.
1) expressions for work/jobs for men/women
2) expressions for trades and professions:
3) expressions for equality or inequality:
4) conventional ways of describing sex differences:
Unit 9 Machines with Brains
Teaching aims:
Cognitive aim: adj./n. with an infinitive structure (including It is adj./ n. +to do…)
Capable aim: expressions for understanding and communication
Emotional aim: Language embracement sometimes makes people in trouble.
Teaching focus:
1. Vocabulary: massive disturb plead refer to at the thought of sound policy of
2. Grammar: adj./n. with an infinitive structure (including It is adj./ n. +to do…)
Teaching procedure:
1. Leading:
2. Brainstorming:
Work with your group to think of as many words phrases or expressions as possible regarding the following topics. Write them down in the following blanks.
1) expressions for understanding
2) expressions for failure of communication:
3) expressions for emotional states:
4) expressions for body language:
Unit 10 The English Language, Part I
Teaching aims:
Cognitive aim: Post-modification with v.-ed/ v.-ing, adj. with idiomatic usage
Capable aim: expressions for future time and future plans
Emotional aim: To cherish time, because it is only once.
Teaching focus:
1. Vocabulary: mournful vacant but remorse stumble burst out resound with
2. Grammar: Post-modification with v.-ed/ v.-ing, adj. with idiomatic usage
Teaching procedure:
1. Leading:
2. Brainstorming:
Work with your group to think of as many words phrases or expressions as possible regarding the following topics. Write them down in the following blanks.
1) expressions for future time:
2) expressions for plans/planning
3) expressions for possibility/impossibility/uncertainty:
4) expressions for realizing/ failing to realize a plan:
3. Useful expressions in text:
a. mournful: sad, sorrowful, gloomy
After hearing the news, she had a mournful expression.
b. remorse: regret for having done something wrong.
He felt remorse for refusing his care.
c. burst out: speak suddenly and with feeling
“I’m tired of you!” she bursts out.
d. resound with: be filled with sound
The hall resounded with our laughter.
4. Grammar: Post-modification with v.-ed/ v.-ing, adj. with idiomatic usages
5. Homework:
Unit 11 The Virtue Called Devotion
Teaching aims:
Cognitive aim: verb-noun collocations
Capable aim: expressions for environment and the relationship between economy and environment.
Emotional aim: To protect our environment.
Teaching focus:
1. Vocabulary: derelict provincial exotic save from be up to all but
2. Grammar: verb-noun collocations
Teaching procedure:
1. Leading:
2. Brainstorming:
Work with your group to think of as many words phrases or expressions as possible regarding the following topics. Write them down in the following blanks.
1) expressions for the features of the natural environment:
2) expressions for the features of the man-made environment:
3) expressions for economic development:
4) expressions for economic changes:
3. Useful expressions in text:
a. rummage: search thoroughly, or turn things over and look into
Who’s been rummaging about among my papers?
b. bewildered: to confuse, esp. by the presence of lots of different things at the same time.
Big city traffic bewildered me.
c. so much so that: to such an extent that
He longed to visit Pairs, so much so that he often dreamt.
d. focus on: to direct one’s attention to
All eyes were focusing on him.
Unit 12 The "Green Revolution"
Teaching aims:
Cognitive aim: Collocation of some frequent used verbs with nouns for actions, such as give somebody an answer
Capable aim: expressions for education system and education functions.
Emotional aim: Corporal punishment is not a good way to teach students.
Teaching focus:
1. Vocabulary: remote dramatic co-operation betray suggest at the sight of
2. Grammar: verb-noun collocations
Teaching procedure:
1. Leading:
2. Brainstorming:
Work with your group to think of as many words phrases or expressions as possible regarding the following topics. Write them down in the following blanks.
1) expressions for education systems:
2) expressions for education functions:
3) expressions for people involved in education:
4) expressions for school organizations :
Unit 13 Hallowe'en
Teaching aims:
Cognitive aim: Use of the past tense to express wishes
Capable aim: expressions for work and entertainment.
Emotional aim: Do not work as a workaholic.
Teaching focus:
1. Vocabulary: organize trait rational seek to do to the contrary tie to
2. Grammar: Use of the past tense to express wishes
Teaching procedure:
1. Leading:
2. Brainstorming:
Work with your group to think of as many words phrases or expressions as possible regarding the following topics. Write them down in the following blanks.
1) expressions for place of work:
2) expressions for places of entertainment:
3) expressions for people at work:
4) expressions for entertainment:
3. Useful expressions in text:
a. workaholic: a person who likes to work or is unable to stop working, usually used disapprovingly.
b. burn the midnight oil : working or study late at night.
c. equate: consider or treat as equal
You shouldn’t equate the two things. They are different to some extent.
d. as commitment to the company: (workaholic argues that they work hard) out of their loyalty to the company. Commitment means a deeply felt loyalty to a particular aim or belief, usually followed by the preposition to e.g. China will hold to its commitment to her opening-up policies.
6. Grammar: Collocation of some frequent used verbs with nouns for actions, such as give somebody an answer
7. Homework:
Unit 14 Girls and Boys Come Out to Play
Teaching aims:
Cognitive aim: Collocation of some frequent used verbs with nouns for actions, such as give somebody an answer
Capable aim: expressions for education system and education functions.
Emotional aim: Corporal punishment is not a good way to teach students.
Teaching focus:
1. Vocabulary: remote dramatic co-operation betray suggest at the sight of
2. Grammar: verb-noun collocations
Ⅲ Difficult points:
1. Expressions for education system and education functions.
2. Collocation of some frequent used verbs with nouns for actions, such as give somebody an answer
Teaching procedure:
1. Leading:
2. Brainstorming:
Work with your group to think of as many words phrases or expressions as possible regarding the following topics. Write them down in the following blanks.
3. Speaking:
A. My life at school:
Work in small groups to find out from your partners how much they like their school/ college life. You may ask them questions like these:
……
B. Prepare a short story about an interesting experience in your school life. You may use your imagination or tell a true story …
C. Look at the following picture and speculate on……
You may discuss the following questions in small groups. Afterwards, present your story to the class.
Unit 15 A Breeze at Hand, Part I
Teaching aims:
Cognitive aim: Use of the past tense to express wishes
Capable aim: expressions for work and entertainment.
Emotional aim: Do not work as a workaholic.
Teaching focus:
1. Vocabulary: organize trait rational seek to do to the contrary tie to
2. Grammar: Use of the past tense to express wishes
Teaching procedure:
1. Leading:
2. Brainstorming:
Work with your group to think of as many words phrases or expressions as possible regarding the following topics. Write them down in the following blanks.
1) expressions for place of work:
2) expressions for places of entertainment:
3. Listening
This is an interview about a woman and her career. Listen to the text twice and answer the following questions on page 200.
4. Homework:
四、教学基本要求
二外英语教学必须把重点放在打好语言基础上。语言基础包括语言知识和语言应用能力，前者指语音、语法和词汇等方面的知识，后者指综合应用这些知识进行读、听、说、写、译等语言活动的能力。正确的语音语调、扎实的语法、一定的词汇量和熟练的词汇运用能力的提高有助于提高外语学习的效率，有利于提高语言应用能力。语言应用能力的提高也必将促进语言知识的加深和巩固。
五、教学方法
本课程采用的教学媒体主要有：文字教材（包括主教材和学习指导书）、音像教材（磁带、光盘）、课件（包括主讲老师对全书的系统讲授，还有重要内容的文字提示与电子教学幻灯片）以及网上辅导（主要采用E-MAIL、BBS等形式）。
总评成绩：平时作业占20%、课堂讨论和出勤占10%、闭卷考试占70%。
六、参考教材和阅读书目
参考教材：
1. 李观仪 主编，《新编英语教程2》学生用书，上海外语教育出版社，1998年。
2. 何其莘 主编，《英语初级听力》学生用书，外语教学与研究出版社，2002年
阅读书目：
1. 李观仪 主编，《新编英语教程2》教师用书，上海外语教育出版社，1998年。
2. 李观仪 主编，《新编英语教程2》练习册，上海外语教育出版社，1998年。
3. 李观仪 主编，《新编英语教程2》录音磁带，上海外语教育出版社，1998年。
4. 何其莘 主编，《英语初级听力》教师用书，外语教学与研究出版社，2002年
七、本课程与其它课程的联系与分工
本课程是整个大学英语教学体系中的有机组成部分，并且处在整个体系的初级阶段，它在学生打好英语基础的过程中起着关键的作用，同时也为后来的英语学习打下扎实的基础。
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