广东财经大学：外国语学院《英语听说II》课程教学大纲.docx_大学文库

《英语听说Ⅲ》课程教学大纲、课程基本信息课程代码：16231602 课程名称：英语听说Ⅱ 英文名称：College English II:AListening and Speaking Course 课程类别公共课时：32 学分：2 适用对象：非外语类专业一年级本科生考核方式：考式先修课程：《英语听说》、《英语综合》二、课程简介《英语听说Ⅱ》是为广东财经大学非英语专业的一年级本科生开设的一门必修语言技能基础课程，是广东财经大学非英语专业教学计划的一个有机组成部分。学生学习该课程需先修《英语听说I》和《英语综合1》等课程，在听、说读、写、译方面受过初步的训练。本课程与《英语综合Ⅱ》等基础课程相互依托，从而提高学生英语综合能力。通过本课程的教学，进一步提高学生的英语听说能力，使他们的听说能力与读、写、译等能力的培养实现同步均衡的发展。本课程着重培养学生的英语听力和口语能力及其英语综合应用能力，同时增加生活实景与工作职场的对话模拟与实训，拓展学生的知识面，提升他们在经济全球化时代潮流中的听说技能。使他们在今后工作和社会交往中能用英语流利有效地进行口头和书面的信息交流，同时增强其自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要。 College English II:A Listening and Speaking Course is a basic compulsory language course for non-English majors in Guangdong University of Finance and Economics.It is an integral part of the non-English major teaching program of Guangdong University of Finance and Economics. Students are expected to have learned "College English I:A Listening and Speaking Course"and "College English I:An Integ rated Course,and received basic training on listening.speaking.reading.writing and translation.This course and College English II:An Integrated Course rely on each other so as to improve students' comprehensive English ability. Through the teaching of this course,we will further improve students'ability of listening a nd s eaking in Eng their liste nd synchronized with the development of ing,writing and transla on. This cours focuses on developing students'English listening,speaking and their English application skills.At the same time,we should increase the simulation and practice of real life and work dialogues to widen the range students'knowledge. and enhance their listening and speaking skills in the new trend of globalization

《英语听说 II》课程教学大纲一、课程基本信息课程代码：16231602 课程名称：英语听说 II 英文名称： College English II：A Listening and Speaking Course 课程类别：公共课学时：32 学分：2 适用对象：非外语类专业一年级本科生考核方式：考试先修课程：《英语听说 I》、《英语综合 I》二、课程简介《英语听说 II》是为广东财经大学非英语专业的一年级本科生开设的一门必修语言技能基础课程，是广东财经大学非英语专业教学计划的一个有机组成部分。学生学习该课程需先修《英语听说 I》和《英语综合 I》等课程，在听、说、读、写、译方面受过初步的训练。本课程与《英语综合 II》等基础课程相互依托，从而提高学生英语综合能力。通过本课程的教学，进一步提高学生的英语听说能力，使他们的听说能力与读、写、译等能力的培养实现同步均衡的发展。本课程着重培养学生的英语听力和口语能力及其英语综合应用能力。同时增加生活实景与工作职场的对话模拟与实训，拓展学生的知识面，提升他们在经济全球化时代潮流中的听说技能。使他们在今后工作和社会交往中能用英语流利有效地进行口头和书面的信息交流，同时增强其自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要。 College English II：A Listening and Speaking Course is a basic compulsory language course for non-English majors in Guangdong University of Finance and Economics. It is an integral part of the non-English major teaching program of Guangdong University of Finance and Economics. Students are expected to have learned “College English I：A Listening and Speaking Course”and “College English I：An Integrated Course, and received basic training on listening, speaking, reading, writing and translation. This course and College English II: An Integrated Course rely on each other so as to improve students' comprehensive English ability. Through the teaching of this course, we will further improve students' ability of listening and speaking in English, so that their listening and speaking ability can be synchronized with the development of reading, writing and translation. This course focuses on developing students' English listening, speaking and their English application skills. At the same time, we should increase the simulation and practice of real life and work dialogues to widen the range students' knowledge, and enhance their listening and speaking skills in the new trend of globalization

So that they can use English effectively in their future work and social this course attemp s to enha their inde pendent learning skills improve their comprehensive cultural quality,to meet the needs of China's social development and international exchanges. 三、课程性质与教学目的《英语听说》课程是广东财经大学本科学生课程设胃的有机组成部分，是广东财经大学非英语专业本科生一门必修的公共基础课。作为大学英语教学的有机组成部分《英语听说Ⅱ》与《英语综合Ⅱ》形成了互相补充、梯度递进的关系。《英语综合II》帮助学生夯实语言基础（如，语法、词汇等），培养学的综合能力，特别是读写能力，《英语听说II》课程以扎实的语言基础为前提，重点培养学生的听说能力，并使他们在今后工作和社会交往中能用英语有效地进行口头信息交流。本课程旨在通过真实的场景、地道的语言和多样的练习提高学生的英语听说能力，要求教师和学生使用课本、音带、及多媒体光盘与网络教学平台，利用优势互为补充，将立体化、个性化、自主化的教学带进课堂，充分发挥多媒体声像技术，通过丰富的教学资源、生动的形式，针对性的训练和有效的管理来提高学生的实际交流能力。通过《英语听说Ⅱ》课程的学习，学生应达到下列要求：听力要求 1.能基本听懂英语国家人士关于日常生活和社会、文化生活的谈话，理解中心大意，抓住主要论点或情节；能根据所听材料进行推理和分析，领会作者的态度、感情和真实意图，并用英语作简要笔记。2.能基本听懂慢速英语新闻广播节目以及有关文化、教育等方面的非专题性讨论录音材料，理解大意，把握作者的意图态度和感情。口语要求： 1.能在一般社交场合与英语国家人士较流利地进行交谈。在交谈时能够恰当地进行应答和导入话题，能主动展开话题并保持交流顺畅，语音、语调自然，无重大语法错误，言语基本得体。2.能用英语就所熟悉的话题进行口头交流，能比较流畅和准确地用英语介绍我国的文化与国情。在交流时能做到条理清晰地组织和表达思想，语言基本正确，言语基本得体《英语视听说》课程教学应以主题教学法和任务教学法理论指导教学实践，以学生为中心，围绕主题设计现实社会中真实的、具有挑战性的相关事情为任务。以任务为途径，让学生在课堂内外应用语言及交际策略去完成、然后口头汇报和总结完成任务情况本课程的教学评估包括形成性评估和终结性评估。四、教学内容及要求 Unit I Education and Student Life (一)目的与要求 Students are expected to: 1)grasp the main ideas of the video clips and audio passages provided in this unit; 2)understand the topic of Education and Student Life; 3)master the communicative skills of asking for clarification,using expressions of

So that they can use English effectively in their future work and social interactions. In addition, this course attempts to enhance their independent learning skills, improve their comprehensive cultural quality, to meet the needs of China's social development and international exchanges. 三、课程性质与教学目的《英语听说 II》课程是广东财经大学本科学生课程设置的有机组成部分，是广东财经大学非英语专业本科生一门必修的公共基础课。作为大学英语教学的有机组成部分，《英语听说 II》与《英语综合 II》形成了互相补充、梯度递进的关系。《英语综合ＩＩ》帮助学生夯实语言基础（如，语法、词汇等），培养学生的综合能力，特别是读写能力，《英语听说ＩＩ》课程以扎实的语言基础为前提，重点培养学生的听说能力，并使他们在今后工作和社会交往中能用英语有效地进行口头信息交流。本课程旨在通过真实的场景、地道的语言和多样的练习提高学生的英语听说能力，要求教师和学生使用课本、音带、及多媒体光盘与网络教学平台，利用其优势互为补充，将立体化、个性化、自主化的教学带进课堂，充分发挥多媒体声像技术，通过丰富的教学资源、生动的形式，针对性的训练和有效的管理来提高学生的实际交流能力。通过《英语听说 II》课程的学习，学生应达到下列要求：听力要求： 1．能基本听懂英语国家人士关于日常生活和社会、文化生活的谈话，理解中心大意，抓住主要论点或情节；能根据所听材料进行推理和分析，领会作者的态度、感情和真实意图，并用英语作简要笔记。2．能基本听懂慢速英语新闻广播节目以及有关文化、教育等方面的非专题性讨论录音材料，理解大意，把握作者的意图、态度和感情。口语要求： 1．能在一般社交场合与英语国家人士较流利地进行交谈。在交谈时能够恰当地进行应答和导入话题，能主动展开话题并保持交流顺畅，语音、语调自然，无重大语法错误，言语基本得体。2．能用英语就所熟悉的话题进行口头交流，能比较流畅和准确地用英语介绍我国的文化与国情。在交流时能做到条理清晰地组织和表达思想，语言基本正确，言语基本得体。《英语视听说》课程教学应以主题教学法和任务教学法理论指导教学实践，以学生为中心，围绕主题设计现实社会中真实的、具有挑战性的相关事情为任务。以任务为途径，让学生在课堂内外应用语言及交际策略去完成、然后口头汇报和总结完成任务情况。本课程的教学评估包括形成性评估和终结性评估。四、教学内容及要求 Unit 1 Education and Student Life （一）目的与要求 Students are expected to: 1) grasp the main ideas of the video clips and audio passages provided in this unit; 2) understand the topic of Education and Student Life; 3) master the communicative skills of asking for clarification, using expressions of

"On my honor I have neither given nor received any unauthorized aid on nor as a received unauthorized assistance."-University of Colorado I am aware of what constitutes academic misconduct and the disciplinary actions that may be taken against it.and agree not to cheat-University of British columbia 3)Listening skills and strategies a)Using the Introduction to Predict Lecture Content Like an essay,a lecture usually has three main parts:the introduction,the body,and the conclusion.You should listen very carefully to the introduction information: the topic of the lecture a brief summary or list of the main ideas the speaker will talk about *Note:Lecturers often start their lectures with announcements,a review of the last lecture or a story it is usually not necessary to take notes on these When you listen to people talking in English,it is probably hard to understand all the words.However,you can usually get a general idea of what they are saying.How?Using clues can help you to guess.These clues include words synonyms and paraphrases transitions stressed words intonation a speaker's tone of voice your knowledge of the culture,speakers,or situation c)Getting Meaning from Intonation Meaning comes not only from words but also from the way English speakers use their voices The tone (feeling)and rising or falling intonation of a speaker'voe be be repeated three times.Circle the second speaker's feeling in each case d)Three Keys to Writing Effective Lecture Notes Indentation Indent means "move your text to the right."Indent to show the relationship between main ideas and specific details.Write main ideas next to the left margin.Indent about 1.5cm as information becomes more specific. Key Words:Whe ou take notes,do not write very word,and d not w complete sentences.Instead,write only the most important or"key"words Key words are usually nouns,verb,adjectives,and adverbs. Abbreviations and Symbols:You can save time if you abbreviate(shorten) words and use symbols as much as possible.For example,write instead

“On my honor I have neither given nor received any unauthorized aid on this (exam, test, paper).” — Rice University “On my honor as a University of Colorado student, I have neither given nor received unauthorized assistance.” — University of Colorado I am aware of what constitutes academic misconduct and the disciplinary actions that may be taken against it, and agree not to cheat. — University of British Columbia 3) Listening skills and strategies a) Using the Introduction to Predict Lecture Content Like an essay, a lecture usually has three main parts: the introduction, the body, and the conclusion. You should listen very carefully to the introduction because it will usually have two important pieces of information: the topic of the lecture a brief summary or list of the main ideas the speaker will talk about *Note: Lecturers often start their lectures with announcements, a review of the last lecture, or a story. It is usually not necessary to take notes on these things. b) Getting Meaning from Context When you listen to people talking in English, it is probably hard to understand all the words. However, you can usually get a general idea of what they are saying. How? Using clues can help you to guess. These clues include: words synonyms and paraphrases transitions stressed words intonation a speaker’s tone of voice your knowledge of the culture, speakers, or situation c) Getting Meaning from Intonation Meaning comes not only from words but also from the way English speakers use their voices. The tone (feeling) and rising or falling intonation of a speaker’s voice can be important clues. Listen to a short conversation. It will be repeated three times. Circle the second speaker’s feeling in each case. d) Three Keys to Writing Effective Lecture Notes Indentation Indent means “move your text to the right.” Indent to show the relationship between main ideas and specific details. Write main ideas next to the left margin. Indent about 1.5 cm as information becomes more specific. Key Words: When you take notes, do not write every word, and do not write complete sentences. Instead, write only the most important or “key” words. Key words are usually nouns, verb, adjectives, and adverbs. Abbreviations and Symbols: You can save time if you abbreviate (shorten) words and use symbols as much as possible. For example, write ≠ instead

of“different from”or“not the same.”Write“info”instead of "information."You can create your own symbols and abbreviationsor use those listed on page 262. 4)Speaking skills and strategies a)Asking for clarification If someone uses words you don't understard,you can signal that you don' under stand by using one of the following expressions. Work in small groups.Take turns telling your classmates about a holiday custom,or tradition from your family or culture.When it is your turn to listen, use expressions from the box if you need the speaker to explain.repeat.or define something b)usingexpressions of location Write five true or false statements about the map on page 23.Use a different expression from Activity 2 on page 22 in each statement.Then read your statements to one or more classmate.Your classmates will say if vour statements are true or false. look at the map on page 244.Student B should look at the map on page 252. 3.问题与应用 1)Role-Play:Making.Accepting.and Refusing Invitation with a partner.Write a short (1-2 minutes)conversation about one of the following situations.Practice your conversation several times.Then perform it for the class without reading.You may sit face to face or back to back.as if you were talking on a cell phone Speaker A invites Speaker B to go out for pizza this evening.Speaker B accept refuses Speaker A invites Speaker B to his/her dormitory to watch a tennis game on television. Speaker a invites sneaker r to his or her graduation next week Now make an invitation of your own and see if your partner accepts or refuse 2)On the Sp What Would You Do?Read the situation and discuss the following questions. Situation Last year you took a Business Writing class.One of the course requirements was a ten-page term paper.You vorked hard on your paper a nd A This year,a close friend of yours is taking the same class.Your friend is a good student,but recently her mother has been sick,and she has been busy taking care of her vounger brother and sister. Your friend asks to c copy and tum in your paper from last year.There is a new

of “different from” or “not the same.” Write “info” instead of “information.” You can create your own symbols and abbreviations or use those listed on page 262. 4) Speaking skills and strategies a) Asking for clarification If someone uses words you don’t understand, you can signal that you don’t understand by using one of the following expressions. Work in small groups. Take turns telling your classmates about a holiday, custom, or tradition from your family or culture. When it is your turn to listen, use expressions from the box if you need the speaker to explain, repeat, or define something. b) usingexpressions of location Write five true or false statements about the map on page 23. Use a different expression from Activity 2 on page 22 in each statement. Then read your statements to one or more classmate. Your classmates will say if your statements are true or false. c) describing map locations Work in pairs to ask and answer questions about locations. Student A should look at the map on page 244. Student B should look at the map on page 252. 3. 问题与应用 1) Role-Play: Making, Accepting, and Refusing Invitations Work with a partner. Write a short (1-2 minutes) conversation about one of the following situations. Practice your conversation several times. Then perform it for the class without reading. You may sit face to face or back to back, as if you were talking on a cell phone. Speaker A invites Speaker B to go out for pizza this evening. Speaker B accepts or refuses. Speaker A invites Speaker B to his/her dormitory to watch a tennis game on television. Speaker A invites Speaker B to his or her graduation next week. Now make an invitation of your own and see if your partner accepts or refuses it. 2) On the Spot! What Would You Do? Read the situation and discuss the following questions. Situation Last year you took a Business Writing class. One of the course requirements was a ten-page term paper. You worked hard on your paper and received an A. This year, a close friend of yours is taking the same class. Your friend is a good student, but recently her mother has been sick, and she has been busy taking care of her younger brother and sister. Your friend asks to copy and turn in your paper from last year. There is a new

________ more than ________ equal to or the same as b) Listening for Transitions Transitions are words and phrases that connect the parts of a speech or composition. There are usually transitions between the major sections of a talk.In addition, we also use transitions to connect details within each main section.If you listen for transitions, you can tell when a new idea or topic is starting. c) Guessing Relationships between People The way people address each other in North America can give clues about their relationships. For example: In very formal situations, it is polite to use the titles “Sir” or “Ma’am” when you are talking to an older person or someone important. With adults you do not know well, it is correct to use a title with the person’s last name. For example, “Ms. Adams” or“Dr. Snow.” On the other hand, two people who are equal in age or equal in position, or who are meeting in a casual situation, usually use each other’s first names. People in close personal relationships often use nicknames to address each other. For example: Married people, people in romantic relationships, or relatives speaking to children: honey, dear, sweetheart, darling Children to parents: Mom, Mommy, Mama, Dad, Daddy, Papa Children to grandparents: Grandma, Granny, Grammy, Grandpa Friends: pal, buddy, brother, sister, girl d) Expressing Frustration Frustration is what people feel when they cannot get what they want, even after many tries. For example, imagine that your neighbor’s dog wakes you up every night. You complain to your neighbor many times, but the situation does not improve. In this situation you would feel frustrated. The underlined idioms in the following sentences mean that a speaker is frustrated. Notice the grammar in each sentence. My roommate is a total slob! She never cleans up after herself! I am fed up with her mess! Mother (to fighting children): I’ve had it with your fighting! Go outside right now. I want some quiet in here! Student: I’ve been working on this physics problem for three hours. I’m sick of it! 4) Speaking skills and strategies a) Starting a Phone Conversation Can/Could/May I please speak to ?