《大學(xué)英語II》-課程教學(xué)大綱

《大學(xué)英語n》課程教學(xué)大綱

一'課程基本信息

課程代碼：16237904

課程名稱：大學(xué)英語n

英文名稱：CollegeEnglishII

課程類別：公共課

學(xué)時：60

學(xué)分：4

適用對象：非英語專業(yè)一年級本科生

考核方式：考試

先修課程：高中英語課程、大學(xué)英語I

二、課程簡介

大學(xué)英語II是為廣東財經(jīng)大學(xué)非英語專業(yè)的一年級本科生開設(shè)的一門必修語言

技能基礎(chǔ)課程，是廣東財經(jīng)大學(xué)非英語專業(yè)教學(xué)計劃的一個有機組成部分，是一門提

高學(xué)生綜合人文素養(yǎng)的重要課程。

大學(xué)英語II的課堂教學(xué)包括主要基于課堂教學(xué)的讀寫譯綜合課程和主要基于多

媒體的視聽說課程，前者每周兩個學(xué)時，后者每兩周兩個學(xué)時。

大學(xué)英語n的教學(xué)內(nèi)容是使學(xué)生通過綜合課程學(xué)習(xí)掌握相應(yīng)的語言和語用知識，

包括詞匯（詞匯量達到3500個詞），句法結(jié)構(gòu)和篇章結(jié)構(gòu)，使其能基本讀懂一般性

題材的英文文章且閱讀速度達到每分鐘50-60個單詞、能借助詞典對題材熟悉的文章

進行英漢互譯并提高寫作水平；通過聽說課程，使學(xué)生學(xué)會抓住聽力材料的要點和有

關(guān)細(xì)節(jié)，領(lǐng)會文章的觀點和態(tài)度，培養(yǎng)聽寫能力及設(shè)定話題的英語口頭表達能力?？?/p>

之，大學(xué)英語n是培養(yǎng)學(xué)生聽、說、讀、寫、譯基本技能及綜合運用英語進行信息交

流的能力，使其在今后的工作和社會交往中能用英語有效地進行口頭和書面交流，同

時增強其自主學(xué)習(xí)能力，提高綜合文化素養(yǎng)，以適應(yīng)我國社會發(fā)展和國際交流的需要。

此外，在教學(xué)過程中融入思想政治教育，引導(dǎo)學(xué)生批判地學(xué)習(xí)西方文化，增強學(xué)生的民族文化認(rèn)

同感和自信心，不僅學(xué)會用英語看世界，更學(xué)會用英語講好中國故事。

大學(xué)英語II的教學(xué)評估包括形成性評估和終結(jié)性評估。

CollegeEnglishIIisanobligatorybasiclanguageskillcoursefornon-Englishmajor

freshmen.Itisanorganicpartofnon-EnglishmajorteachingplaninGuangdongUniversity

ofFinanceandEconomicsandanimportantcoursedesignedtoimprovethecomprehensive

qualitiesofstudents.

TheclassroomteachingofCollegeEnglishIIincludesmultimedia-basedListening

andSpeakingcourseandclassroom-basedintegratedcourseofreading,writingand

translating.Theformeroccupies2periodspertwoweeks,whilethelatter6periodspertwo

weeks.

Throughintegratedcourses,CollegeEnglishIIaimstodevelopstudents9abilitiesto

mastercorrespondinglanguageandpragmaticknowledge,includingvocabulary(about

3500words),syntacticstructureanddiscoursestructure;tounderstandEnglisharticleson

generaltopicsatareadingspeedof50-60wordsperminuteandtotranslateessayson

familiartopicsfromEnglishintoChineseandviceversawiththehelpofdictionariesand

enhancetheirwritingabilities.Throughspeakingandlisteningcourses,studentsshouldbe

abletograspthekeypointsandcorrelateddetailsinlisteningmaterialandcomprehendthe

opinionsandattitudesinthearticles,andtoexpresstheiropinionsonagiventhemeinoral

English.Inaword,CollegeEnglishIIaimstodevelopstudents9abilitytouseEnglishinan

all-roundwaysothatintheirfutureworkandsocialinteractionstheywillbeableto

exchangeinformationeffectivelythroughbothspokenandwrittenchannels,andatthe

sametimetheywillbeabletoenhancetheirabilitytostudyindependentlyandimprove

theirculturalqualitysoastomeettheneedsofChina'ssocialdevelopmentand

internationalchanges,throughwhichthestudentscanunderstandtheworldin

EnglishandtellChinesestoriesinEnglishaswell.

TheevaluationofCollegeEnglishIIconsistsofformativeassessmentandsummative

assessment.

三、課程性質(zhì)與教學(xué)目的

大學(xué)英語II是廣東財經(jīng)大學(xué)本科學(xué)生課程設(shè)置的有機組成部分，是廣東財經(jīng)大學(xué)

非英語專業(yè)本科生一門必修的公共基礎(chǔ)課。它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。

大學(xué)英語n教學(xué)的實質(zhì)是通過大量的主要是以聽力、閱讀形式為主的語料素材的

輸入，使學(xué)生學(xué)習(xí)掌握相應(yīng)的語言知識，如詞匯的語音、語義、詞法、句子和句法等

等，以及這些知識在準(zhǔn)真實語境中是如何使用的有關(guān)語用知識，如文化背景知識、語

境等等，從而培養(yǎng)起學(xué)生聽、說、讀、寫、譯綜合運用英語進行信息交流的能力(即

達到教學(xué)大綱的要求)。并在此過程中培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣，幫助學(xué)生尋求合理

的學(xué)習(xí)策略，掌握正確的學(xué)習(xí)方法，增強學(xué)生自主學(xué)習(xí)能力和合作精神，使他們畢業(yè)

后能在工作和社會交往中用英語有效地進行口頭和書面的信息交流。同時，培養(yǎng)學(xué)生

良好的跨文化意識和世界意識，具備良好的文化包容性和批判性,增強民族文化自信，

教育學(xué)生愛黨愛國，熱愛中國文化。

通過大學(xué)英語n的學(xué)習(xí)，學(xué)生應(yīng)達到如下具體目標(biāo)：能聽懂英語授課，并能聽懂

題材熟悉、句子結(jié)構(gòu)比較簡單、基本無生詞、語速適中的短對話、談話、報道或講座；

掌握大意，抓住要點和有關(guān)細(xì)節(jié)，領(lǐng)會講話這的觀點和態(tài)度。能運用基本的聽力技巧

幫助理解。能就教材內(nèi)容和適當(dāng)?shù)穆犃Σ牧线M行問答和復(fù)述，并能就某一主圖進行討

論；能用英語進行一般的日常對話，能就所熟悉的話題經(jīng)準(zhǔn)備后做簡短發(fā)言，表達思

想較清楚，語音語調(diào)基本準(zhǔn)確。能在交談中使用基本的會話策略。能夠順利閱讀語言

難度中等的一般性題材的英語文章，掌握文章中心大意及說明大意的事實和細(xì)節(jié)，領(lǐng)

會作者的觀點和態(tài)度，閱讀速度達到每分鐘50-60詞；在快速閱讀、篇幅較長、難度

略低的材料時，閱讀速度達到每分鐘80-90詞。能在閱讀中使用有效的閱讀方法。能

對相應(yīng)難度的閱讀或書面材料做筆記、概要和寫綱要，能寫短信或便條，能恰當(dāng)?shù)剡\

用寫作技能就一定話題或提綱在30分鐘內(nèi)寫出100-120詞的短文，表達清楚，語句連

貫，無重大語言錯誤。能借助詞典將內(nèi)容熟悉的文章進行英漢互譯，譯文達意，無重

大語言錯誤，能在翻譯時使用適當(dāng)?shù)姆g技巧。

四'教學(xué)內(nèi)容及要求

《綜合教程II》

Unit1WaysofLearning

(一)目的與要求

Studentsareexpectedto:

1.graspthemainidea(thatitwouldbeidealifwecanstrikeabalance

betweentheChineseandtheWesternlearningstyles)andstructureofthe

text(introductionofthetopicbyananecdote一elaborationby

comparisonandcontrast-conclusionbyasuggestion);

2.appreciatethedifferencebetweencomparisonandcontrast,aswellas

differentwaystocompareandcontrast(pointbypointmethodor

one-side-at-a-timemethod);

3.masterthekeylanguagepointsandgrammaticalstructuresinthetext;

4.conductaseriesofreading,listening,speakingandwritingactivities

relatedtothethemeoftheunit;

5.understandtheculturalbackgroundrelatedtothecontent,obtainan

objectiveviewoftheWestandChina'seducationalsystemand

cultivatenationalculturalconfidence.

(二)教學(xué)內(nèi)容

1.主要內(nèi)容

1)Warming-up:discussingwaysandcharacteristicsoflearning;

2)Introductionoftheculturalbackground,theauthorandsoon.

3)Textlearning:textstructure,mainidea,importantdetails,difficult

wordsandsentences;

4)Readingskills:skimmingandscanningforthetopicsentences;

5)Writingskills:howtodevelopaparagraphbasedonatopicsentence；

howtosupportyourstandpointbycomparisonandcontrast.

2.基本概念和知識點

1)Topicsentence/theme;

2)Skimmingandscanning;

3)Illustrationandargumentation.

4)Words&Expressions:accomplish,continual,contrast,exaggerate,

promote,induecourse,inretrospect,notintheleast,onoccasion,throw

lighton,etc.

5)Difficultsentences:

A.Becauseofhistenderageandincompleteunderstandingofthe

needtopositionthekeyjustso,hewouldusuallyfail.

B.Heprobablygotasmuchpleasureoutofthesoundsthekeymade

ashedidthosefewtimeswhenthekeyactuallyfounditsway

intotheslot.

C.Suchself-relianceisaprincipalvalueofchildrearingin

middle-classAmerica.

6)ComparisonandContrast

A.Themaincontentsofwaysofcomparisonandcontrast:Oneside

atatime;Pointbypoint.

B.Comparisonbringsoutthesimilaritiesbetweentwoormore

thingsofthesamekind;Contrastconcentratesonthedifferences

betweenthem.

C.Applications

a.Differentwaystolearntoaccomplishataskbetween

ChineseandWesternersbycomparisonandcontrast;

b.Howtodescribedifferentattitudestocreativityandskills

betweenChineseandWesternersbycomparisonand

contrast;

c.Practicalwriting:writeanessayonthetopicofdifferentlife

betweencollegeandhighschool.

3.問題與應(yīng)用(能力要求)’

1)Reading：howtoidentifythethemeandtopicsentencesbyskimming

andscanning;

2)Writing：howtodevelopaparagraphbasedonatopicsentence；how

tosupportyourstandpointbycomparisonandcontrast;

3)Speaking：howtodescribedifferentapproachestolearninginChina

andtheWest.

(三)思考與實踐

Asanuniversitystudent,howareyougoingtoadoptanideallearningmethod

bymakingfulluseoftheresourceonandoffcampus?

(四)教學(xué)方法與手段

Multiplemediateaching,communicative,interactiveandPBLapproachin

classroom,roleplay,teamwork,discussionandvideorecordthejobinterview.

Unit2Values

(一)目的與要求

Studentsareexpectedto:to:

1.graspthemainidea(onecanlivealifefullofricheswithoutbeingrich

financially)andstructureofthetext;

2.appreciatethewording("riches")inthetitleofthetext;

3.masterthekeylanguagepointsandgrammaticalstructuresinthetextand

learnhowtousethemincontext;

4.understandtheculturalbackgroundrelatedtothecontent;

5.expressthemselvesmorefreelyonthethemeofValuesafterdoinga

seriesoftheme-relatedreading,listening,speakingandwriting

activities;

6.writeanessaybeginningwithananecdoteorapieceofnewsabout

Chinesegovernmentandpeople'sfightingagainstCOVID-19;

7.understandbetterthecoresocialistvalues:prosperity,democracy,

civility,harmony,freedom,equality,justice,theruleoflaw,

patriotism,dedication,integrity,friendship.

(二)教學(xué)內(nèi)容

1.主要內(nèi)容

1)Warming-up:discussingwherehappinesscomesfrom;

2)Introductionoftheculturalbackground,theauthor,andsoon;

3)Textlearning:textstructure,mainidea,importantdetails,difficult

wordsandsentences;

4)Readingskills:skimmingandscanningforthetopicsentences;

5)Writingskills:waystointroduceatheme；

2.基本概念和知識點“

1)Topicsentence/theme;

2)Skimmingandscanning;

3)Illustrationandargumentation.

4)Words&Expressions:abrupt,affluent,attain,confront,cherish,

pursuit,sentiment,fallinto,incontrastto,shortlyafter/before,

nothingmorethan,wearandtear,etc.

5)Difficultsentences:

A.YetIfeelnothingmorethanapassingwhimtoattainthematerial

thingssomanyotherpeoplehave.

B.AndIlovethe"cando“attitudethatfollows.

C.Ithinkmostpeoplefeelthesameway---exceptwhenthereare

socialconsequencestonothavingparticularitems.

6)Startinganessay:Differentfunctionsandwaystointroduceatheme.

A.Startingatopicdirectly

B.Usingananecdoteoranincident

C.Posingaquestion

D.Quoting

E.Animaginedargumentbetweenpeople

Youcanimproveyourwritingbycheckingyourownwork.Youwill

alsofindithelpfultohaveaclassmateevaluateyourwork.Sodothe

followingafterwriting:

a.Gothroughyouressaycarefullyandthenanswerthequestions

onthechecklistbelow.

b.Exchangeessaysandchecklistswithapartnerandcheckeach

other'swork.

3.問題與應(yīng)用(能力要求)

1)Reading：howtoidentifythethemeandtopicsentencesbyskimming

andscanning;

2)Writing：howtointroduceatheme

3)Speaking：discusshowtospendalifeinahappyandmeaningfulway.

(三)思考與實踐」、

1.Asanuniversitystudent,howareyougoingtoprepareforyourfuture

careerbymakingfulluseoftheresourceonandoffcampus?

2.Practice:amockjobinterview.

1)Doesthebeginningoftheessayleadnaturallytowhatyouaregoing

tosay?

2)Isthepieceofnewsthought-provoking?

3)Istheendingrelevanttothetopicoftheessay?

4)Arethereanymistakesinspelling?

5)Arethereanymistakesingrammar?

(四)教學(xué)方法與手段「

Multiplemediateaching,communicative,interactiveandPBLapproachin

classroom,roleplay,teamwork,discussionandvideorecordthejobinterview.

Unit3TheGenerationGap

(一)目的和要求

Studentsareexpectedto:

1.understandthemainidea(Fathermeddledinchildren'saffairswithgood

intentions,butonlytofindhiseffortsunwelcome)andstructure(three

settings,threescenes)ofthetext;

2.appreciatethebasicelementsofaplay;

3.graspthekeylanguagepointsandgrammaticalstructuresinthetext;

4.conductaseriesofreading,listening,speakingandwritingactivities

relatedtothethemeoftheunit;

5.improvetheirsensitivitytothefunctionsofsignalwords;

6.getfamiliarizedwiththelanguageusedtotalkaboutpreferences;

7.improvetheabilitytograsptheimportantdetails,especiallythekey

words;

8.gettoknowaboutsomeaspectsinthetraditionalChinesecultureand

understandbetterthefilialpietyinChinesefamily

(二)教學(xué)內(nèi)容

1.主要內(nèi)容

Pre-readingtasks

1)TasksSsthefollowingquestionsonthesongTheTimesTheyAre

A-changing9:

-Whoshouldbesittingupandtakingnotice?Why?(parents,

politicians,writersandcriticsshouldlistenup,becausethetimesare

changingsofastthatonecan'tbecontentwithone'soldwayoflife)

-Whatdoesthesingerthinkofhisparents'wayofdoingthings?

2)Pairinterview

3)TdictatestoSsthefollowinglistofquestions:

—Whenareyourparents9birthdaysandtheirweddinganniversary?

—Doyourparentscelebrateyourbirthday?Howabouttheirown

birthdaycelebration?

---Inyourparents'eyes,whatareyouinterestedin?

---Inyoureyes,whatareyourparentsinterestedin?

-Inwhatareasdoyourparentswantyoutoimprove?

-Inwhatwaysdoyouwantyourparentstoimprove?

—Tellofaninstancewhenyourparentsandyoudisagreeover

something.

4)Ssformpairstointervieweachother.IfthereisanoddnumberofSs

intheclass,onegroupmayconsistof3Ss.Theinterviewermustnote

downtheanswerfromtheinterviewee.

5)SomeSsreportinterviewresultstoclass.

6)TmayleadintoTextAbysaying:Aswefindfromourinterviews,

parentsandchildrendonotoftenseeeyetoeye.Whenparents

interferewiththeirchildren'saffairs,theybelievethattheyaredoing

sointheinterestoftheirchildren.However,thechildrenmaynotbe

grateful,asisthecaseintheplaywearegoingtostudy,Father

KnowsBetter.Whenyoureadon,Iwantyoutobearthisquestionin

mind:despitetheircomplaints,theThompsonchildrenactuallylove

theirfatherverymuch.Doyouyourselfshowsimilarattitudes

towardsyourownparents?

While-readingtasks

1)Abriefintroductiontoplay

a.Twritesdownontheblackboardthemajorcomponentsofaplay:

characters,settings,stagedirections,language,conflicts,climax,

andtheme.

b.Ssidentifythecharactersinthisplay.

c.SsreadthedirectionsforTextOrganizationExercises1and2,

thenscantheplaytodivideitintothreeparts.Tmaydropahint:

justreadthestagedirectionsputinbrackets.

d.Texplainsthefunctionsofstagedirections:tosetupstage

propertiesintheproperplace;toindicateachangeinsetting;to

directactors9movements,gesture,facialexpression,toneof

voice,etc.

e.TinvitesoneStoreadaloudHeidi9sspeechtotheaudienceatthe

verybeginningoftheplay,thenaskanotherStore-createHeidi9s

wordsintoacompleteandgrammaticalparagraph.Theymay

refertoWritingStrategytoseethestylisticdifferencesbetween

speechandwriting.

f.Tdefinesconflictsastheessenceofaplay,aclashofactions,

ideas,desiresorwills.Itmayhappeninthreeforms:managainst

man,managainstenvironment,managainsthimself.Whena

conflictdevelopstothemostintensifiedpoint,itbecomesa

climax.TasksSstofindouttheform(s)ofconflictinthisplayas

theylatergothroughthetext.

g.Texplainsthat,unlikeanovelistorshort-storywriter,a

playwrightcannotcomeforward,interrupttheaction,andtellthe

audiencewhathe/shemeansbyacertainsceneorexplaintothem

whatisgoingoninthemindsofthecharacters.Theaudience

mustconcludebythemselveswhatthemeoftheplayis.TtellsSs

thattheywilldosoattheendofreadingthisplay.

2)TexplainslanguagepointsinPartIandgivesSspractice.

3)SssumupthemainconflictinPartI.

4)TexplainslanguagepointsinPartIIandgivesSspractice.

5)SssumupthemainconflictinPartII.

6)TexplainslanguagepointsinPartIIIandgivesSspractice.

7)SssumupthemainconflictinPartIII.

8)Sssumupthethemeoftheplay.

Post-readingtasks

1)Thewaytheyare

A.Ssformgroupsof3-4,re-readPartII.Basedonit,theywillcome

upwithabriefsummaryofthecharacteristicsofMother,Father,and

thechildren.TmaygiveSsthefollowingmodel:

“FathershowsgreatrespectforMother.Hepulledthechairforher

beforedinner,andobeyedhercommandslike'dogoon','dogeton

withit','don'tkeepusinsuspense9.Besides,althoughFatherwas

pleasedwithwhathehaddoneforDiane,hehadlearnedfrom

experiencethathiseffortswerenotalwayswelcome.Thatwaywhy

hecouldquicklyrealizehisblunder,asmadeclearbysentence'Ido?

Yes,IguessIdo.I've…doneitagain,haven'tI?'

B.WhenSsdiscusswithinthegroup,thefollowingquestionsmight

help:

——HowdidMotheraddressFatherandherchildren?

——Howmanydo'sanddon'tsdidsheuse?Whatdotheytellabout

hercharacter?

——OnwhosesideHeidiandSeanstagewhispertoeachother?

——WhatdidSeantellFatherthat"IdobelieveDianewouldliketo

knowthesurprise?^^

——HowdidDianefeelwhenshesaid“Thankyou,Sean.Iowe

youone”?

——WhatwereDiane'sreactionsduringthescene?

C.Severalgroupsreporttheirsummariestotheclass.

2)TguidesSsthroughsomeaftertextexercises.

3)TchecksonSs9homereading(TextB)

4)SssoPartIV:Theme-RelatedLanguageLearningTasks.

5)TasksSstoprepareforthenextunit:

A.dothepre-readingtask;

B.previewTextA.

2.基本概念和知識點

WordsandPhrasestoDrill:

Assure,bet,community,consist,constant,dread,dumb,exhaust,fade,

frank,glorious,humiliate,hysterical,interference,junior,location,

patience,proof,repeatedly,scheme,talent,twist,typical,welfare,atany

rate,comeover,consistof,handdown,inunison,keepsb.Insuspense,

knowbetterthan,narrowdown,overandover

Culturenotes:

Familylife,part-timejob

3.問題與應(yīng)用(能力要求)

Collocation

Adjective+todo

eagertofindout...,morethanwillingtoanswer...,etc.

Usage

Subjunctivemood:bethatasitmay;He'dinsisthegiveyouacall.etc.

Actingouttheplay

Therearesevencharactersintheplay.Nowformgroupsofsevenandact

outtheplay.Ifthetotalnumberoftheclasscannotbedividedbyseven,

somestudentsinthelastgroupwilltakemorethanonerole.

Essaywriting

Writealettertoyourparents/teachers,etc.toexplainwhyyouhavetodo

somethingcontrarytotheirexpectations.

（三）思考與實踐

1.LearnTextBingroupsandfinishtheexercisesafterit.

2.Readthethreepassagesinunit3oftheReadingCourseBook2,and

finishtheexercises.

3.Dothefastreadingexercisesinunit3oftheFastReadingCourseBook2.

（四）教學(xué)方法與手段‘一

Multiplemediateaching,communicative,interactiveandPBLapproachin

classroom,roleplay,teamwork,discussionandinterview.

Unit4TheVirtualWorld

（一）教學(xué)目的和要求

Studentswillbeableto:

1.learnsomerulesofinterpretingnewvocabularyandusagerelatedto

computersandtheInternetinEnglish;

2.masterthenewwordsandexpressionsinTextA;

3.appreciateawritingstyle-expositorywriting;

4.concludethestructureofTextA;

5.conductaseriesofreading,listening,speakingandwritingactivities

relatedtothethemeoftheunit.

6.improvetheirabilitytocatchkeywords.

7.getfamiliarizedwiththelanguageneededtoaskpeopleabouttheir

opinionandtogiveopinion.

（二）教學(xué)內(nèi)容

1.主要內(nèi)容

Pre-readingtasks

1）TasksSsthefollowingquestionsonthepoemSurfingtheInternet:

一Whatwastheherodoingwhenhisbosscamein?（surfingthe

Internet）——Howdidheactinfrontofhisboss?（Hepretendedtobe

surprisedatthecomputerwhichhadcrashed“unexpectedly”.)

2)Sslookatthethemeofthisunit(theVirtualWorld)andthetitleof

TextA(AVirtualLife),thentryto:

一findantonymsof"'virtualworld"and"virtuallife^^realworld,real

life)

一suggestsynonymsfor"virtualworld"(cyberspace,cyberia,

etherworld,virtualreality,Internetworld,networld,etc.)

一saywhatpeoplecandoontheInternet.(communicatingwithpeople,

shopping,reading,entertainment,education,working,hacking,

publishing,etc.)

3)Imaginativewriting

a.TdictatestoSsthefollowingparagraph:

Forthepasttwoweeks,otherparticipantsoftheNetSurvival

ContestandIhavebeenshutupinbarehotelrooms.Ouronly

linktotherealworldhasbeenacomputerthatishookedupto

theInternet(聯(lián)網(wǎng)電腦).

Wehavereliedonit,notonlyforfood,bedsheetsandotherdaily

necessities,butalsotosetupane-business(電子商務(wù))ofour

own.

b.NowSswillcompletetheparagraphbeginningwith:“Nowitis

timeformetowalkoutintothelightofdayagain...99Theywill

givetheirimaginationfullplay.Theywillwritenomorethan100

words.

c.Ssformgroupsoffourtofive,andreadaloudtoeachothertheir

ownwritings.

d.Taskssomegroupstorecommendthebestpieceintheirgroupto

theclass.

4)TmayleadintoTextAbysaying:Someofusliketolivealifein

contactwithrealthingsandrealpeople,butothersfavoravirtual

existence.Whichlifeisbetter?I'msureyouhavedifferentopinions.

NowlefsreadTextAtofindoutwhatMaiaSzalavitzhastosay

aboutthesetwolifestyles.

While-readingtasks

1)Textorganization

a.TdrawsSs'attentiontoTextOrganizationExercise1,andlets

themreaditsinstructionaswellaswhathasalreadybeendone

fortheminthisexercise.

b.Sstrytocompletetheexercisebysimplyreadingthesentenceof

eachparagraphinTextA.

c.Sscompareanswerswitheachother;ifnecessary,Tmayhelp.

2)TexplainsthekeylanguagepointsandgivesSspractice(Language

study).

3)TguidesSsthroughStructureExercise2.

4)Ssre-readParas4-10,workinpairstofindoutconsequencesof"my"

virtuallife.Cantheyusethe“findoneself+adj./past

participle/presentparticiple^^structurewhensummingupthe

consequences?

5)Somepairsreporttotheclasstheirfindings,usingthe"find”

structure.

Post-readingtasks

1)Computer-relatedvocabularyitems

A.SsscanTextAtofindoutvocabularyitemstocomputerandthe

Internet.

B.Theyare:virtuallife,thenet,telecommuter,email,Internet

mailinglists,computer-assisted,data,link,cyber-interaction,on

line,systemcash,clickonthemodem,connection,password)

C.TtellsSsthatnewtermsrelatedtocomputerandtheInternetare

constantlyaddedtotheEnglishvocabulary,somuchsothat

manyofthemarenotincludedinanyEnglishdictionary.

However,ifweapplycertainrules,theirmeaningsareeasyto

deduce.

D.TgivesSsmoreexamplesofcomputer-relatedvocabularyitems

2)TguidesSsthroughsomeafter-textexercises.

3)TchecksonSs9homereading(TextB).

4)SsdoPartIV:Theme-RelatedLanguageLearningTasks.

5)TasksSstoprepareforthenextunit:

A.dothepre-readingtask

B.previewTextA.

2.基本概念和知識點

WordsandPhrasestoDrill:

Abuse,angle,annoy,appointment,arrange,click,connection,conversely,

crawl,crime,cue,data,edit,flee,Internet,interpret,jar,laughter,

nightmare,remark,restore,routine,spit,stretch,suicide,symptom,tone,

tune,via,virtual,attimes,be/getsuckedin,butthen,insight,online,set

apart,takein

Culturenotes:

TheInternet,NBC(theNationalBroadcastingCompany),PBS(the

PublicBroadcastingService),ABC(theAmericanBroadcasting

Company)

3.問題與應(yīng)用（能力要求）

Collocation

On-phraseswithandwithoutthearticle:onthenet,onthephone,onthe

radio,online,onTV,onscreen,etc.

Usage

Adjectivesfollowedbyaninfinitiveactiveinformbutpassiveinmeaning:

easytodo,hardtodo,impossibletodo,difficulttodo,toughtodo.etc.

Mockdebate

Supposeyourparentsthinkthatyouandyourbrother/sisterarespending

toomuchtimeontheInternet,neglectingyourschoolworkandnormal

dailylife,andisolatingyourselvesfromtherealworld.Youwantto

convincethemthatyourtimeontheInternetisnotwasted,andthe

Internethasinnowayisolatedyoufromtherealworld.Adebateis

thereforecalledforbetweenyouandyourparents.Nowprepareandgo

aboutthedebatebytakingthefollowingsteps:

Step1Makegroupsoffourpeople.Twoofthemwillbethe

“parents“andtheothertwowillbetheir"children”.

Step2The"parents“andthe"children“preparetheirargumentsand

supportingfactsrespectively.

Step3Thedebatewillbecarriedonwithineachteam,thatis,the

“parents“andthe“children“intheteamwillpresenttheirargumentsto

eachother.Thedebatewillgoonuntilonesidefailstorespond.

Essaywriting

WriteanessayentitledTheInternetWillIsolateUsfromOneAnotheror

TheInternetWillNotIsolateUsfromOneAnother.Youmaybeginthe

essaybydescribingyourex