自考综合英语二 lesson 2 上册教学内容
致用英语综合教程综合英语2教案综合英语2教案unit(2).doc
Period One – Around the TopicPeriod Length: 50 minutesGoalsPeriod Length: 50 minutesGoals-Activate background knowledge about workPurposes-Get familiar with vocabulary related with work-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 150-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the activity on Pages 150 & 151 as a whole and give explanations if necessary to understand the necessity of work-Discuss the issue of work with reference to the questions listed on Pages 150 & 151-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth the advantages and disadvantages of being curiousPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the short passage on Page 152 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 154Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 155 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 155 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 156 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-Present Simple and Present Continuous-Phrasal VerbsStep 1: Present Simple and Present Continuous (30 minutes)-Test grammar knowledge on Page 157 for checking grammar abilities-Work on exercises A, B & C on Pages 157 & 158 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Phrasal Verbs: Liberal or Idiomatic? (20 minutes)-Work on exercises A & B on Pages 159 in groups-Ask students to present their answers and explain phrasal verbs-Give supplementary information on phrasal verbs if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Do jobs change people? Period Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Do Jobs Change People? on Page 162 in groups-Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 163Step 2: Discussion (30 minutes)-Discuss the job related topics in class-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Search for a Job Vacancy (25 minutes)-Work in groups and decide which role you would like: a job hunter or an interviewer? With reference to Page 160.-Read the above help-wanted ad. What qualities are needed for a good manager?Step 2: Vocabulary (25 minutes)-Ask students to work in pairs or groups to work on the vocabulary about jobs-Write down the questions you should ask the job hunter or interviewer.Key points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Act out a job Interview (25 minutes)-Find a partner, either a job applicant or an interviewer and act out an interview.Be polite and friendly. You should at least interview or being interviewed once. .Step 2: The Best Person for the Job (25 minutes)-Students who have conducted interviews report to the class. First tell the class which questions you asked and then state clearly the reasons why you think you have chosen the right applicant.-Give remarks to the presentations-Group members should also talk about what they have learnt from this project.Key points-Give instructions for discussion and presentationHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: What Drives US EmployeeSatisfactionPeriod Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on What Drives US Employee Satisfaction on Page 164-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the situations that may occur in the job situations in the future.Key points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。
英语二自考教程教案 (unit 2-speaking -
3. If you often give compliments 给予赞美to other people, you will succeed easily 很容易成功
• How to give compliments 给予赞美to • other people ?
• Let’s read the dialogue .
六.Phrases 短语and sentences 句子
1.A1b. solutely绝对地 love what you are wearing today .
4) Get the students to listen to the tape
三. Important points :
1.New words ,concept phrases and important sentences .
2. Get the students to make up their own dialogues using the concept phrases ，new words and important sentences .
3. Get the students to listen to the tape.
四. Difficulties :
Get the students to make up their own dialogues using the concept phrases ，new words and important sentences .
4. I might 可以go and find me my own pair of Chucks 为我自己找一双帆 布鞋.
“综合英语2”课程教学大纲
“综合英语2”课程教学大纲一、课程基本信息开课单位：翻译学院课程名称：综合英语2课程编号：211002英文名称：Integrated English 2课程类型：专业基础课总学时：102 理论学时：102 实验学时：0学分：6开设专业：英语、翻译先修课程：综合英语1二、课程任务目标（一）课程任务训练学生综合英语技能，对学生的听、说、读、写、译，尤其是阅读理解、语法与基础写作能力进行训练。
帮助学生熟悉基本的语法知识，发展一定的读写能力，形成相应的语言感觉，并在某种程度上提高语言交际能力，从而为他们创造良好的英语学习氛围。
（二）课程目标在学完本课程之后，学生能够：1. 在一般的社交场合与英语国家人士交谈，做到正确表达思想，语音、语调自然，无重大语法错误，语言基本得体；2. 能够熟练掌握主语从句、表语从句、宾语从句、定语从句、状语从句和同位语从句以及倒装句和各种条件句等句型，了解并掌握直接引语和间接引语、动词不定式和分词、动词的各种时态以及主动语态和被动语态的用法；3. 初步掌握句子之间和段落之间的衔接手段；能读懂英语国家报刊杂志上的社论和国际新闻报道，具备能读懂由英语国家出版的有一定难度的文学作品的能力；4. 能掌握文章的主旨，能够在理解的基础抓住要点，并能运用正确的观点对其思想内容做出评价；5. 能在30分钟内写出长度为150-200个单词左右的短文，做到内容切题，结构严谨，条理清楚，语法正确，语言通顺，表达得体。
三、教学内容和要求Unit 1: “We’ve been hit!”1. 了解“9.11”事件相关背景知识。
2. 理解恐怖主义对人类的伤害，以及人在危险环境下仍能互助的精神。
3. 掌握相关词汇及情态动词的用法。
Unit 2: The virtues of growing older1. 了解年轻和变老各自的优缺点。
2. 理解变老的优势所在，以及对比的写作手法。
3. 掌握相关词汇，以及具体名词、抽象名词、垂悬分词。
综合英语(二)教学大纲
《综合英语（二）》课程教学大纲课程编号：1002001课程名称：综合英语编写人: 韩越乔审稿人：陶伟一、课程简介1。
综合英语是一门英语专业学科必修课，考试课。
讲授对象为英语专业一、二年级学生。
2. 课程主要通过语言基础训练与篇章讲解分析，传授系统的基础语言知识(语音、语法、词汇、篇章结构、语言功能/意念等），综合训练基本语言技能（听、说、读、写、译），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式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口头与笔头表达能力，培养和提高学生运用英语进行交际的综合能力，同时指导学习方法，培养逻辑思维能力和自学能力，并使学生的文化素养有一定程度的提高。
在非外语环境中，基础阶段的学习在很大程度上是通过课堂教学进行的，课堂中必须坚持精讲、多练、以练为主的原则，用多种手段进行大量练习,为高年级阶段的学习打下扎实的语言基本功。
二、教学目的及要求现代大学英语旨在于传授系统的基础语言知识（语音、语法、词汇、篇章结构等)，训练基本语言技能（听、说、读、写、译），培养学生初步运用英语语言进行交际的能力,同时指导学生的学习方法，培养逻辑思维能力,为进一步的学习打下扎实的基础。
综合英语课的教学,基础阶段结束时综合英语技能要求如下：1.语音：发音正确；较好地掌握朗读和说话的节奏感，掌握语流中的语音变化规律、连续辅音爆破和语音同化等技巧以及陈述句、疑问句和祈使句的语调；初步掌握语段中语音轻重和新旧信息传递之间的关系。
2。
语法：熟练掌握主语从句、同位语从句、倒装句和各种条件从句;初步掌握句子之间和段落之间的衔接手段。
3. 词汇：认知词汇5,500-6,500，正确而熟练地运用其中的3,000—4,000个，及其最基本的搭配。
4。
听力:听懂英语国家人士关于日常生活和社会生活的谈话；听懂中等难度内容.能大体辨别各种英语变体（如美国英语、英国英语、澳大利亚英语）；能在15分钟内听写根据已学知识编写或选用的词数为200左右、语速为每分钟120个单词的录音材料,错误率不超过8％。
自考英语二unit课件
词汇量要求 阅读理解难度 听力理解难度 翻译与写作难度
课件主题：自考英语二Unit 1
课件目标：帮助学生掌握英语二Unit 1的重点词汇和语法知识
课件内容：包括单词、短语、句型、语法等知识点
课件特点：采用生动形象的图片和视频，结合实际应用场景，帮助学生更好地理解和掌握所学 知识
课件封面 课件目录 课件内容 课件总结
课件封面
课件目录
课件内容
课件总结
内容丰富：涵盖了自考英语二 的重要知识点和考点
结构清晰：按照知识点的重要 性和难易程度进行分类和组织
讲解详细：每个知识点都有详 细的讲解和例题分析
互动性强：加入了大量的互动 练习和模拟考试，帮助学生巩 固所学知识
课件主题 练习和总结等部分
添加文档副标题
目录
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02.
03.
04.
05.
06.
考试名称：自考英语二 考试性质：高等教育自学考试 考试内容：涵盖英语语言知识及应用能力 考试目的：培养英语综合能力，提高语言水平
考试性质：自考英语二是一门必修课程 考试目的：检验考生的英语水平 考试内容：包括听力、阅读、翻译和写作四个部分 考试难度：中等难度，需要考生具备一定的英语基础
课件封面
课件目录
课件内容
课件总结
内容丰富：涵盖了自考英语二Unit 4的所有知识点和考点 结构清晰：按照知识点的重要性和难易程度进行分类和组织 讲解详细：每个知识点都有详细的讲解和例题分析
互动性强：加入了大量的互动练习和模拟考试，帮助学生更好地掌握知识点
考试内容与要求 考试形式与时间 考试难度与技巧 备考策略与建议
增加互动性：设计更多互动环节，如小组讨论、角色扮演等，以激发学生的学习兴趣和参与 度。
综合英语2的教学大纲
综合英语2的教学大纲综合英语2的教学大纲综合英语2是一门重要的英语课程，它是继续培养学生英语综合运用能力的关键一门课程。
这门课程的教学大纲是为了帮助教师和学生更好地组织学习内容和达到学习目标而制定的。
一、课程目标综合英语2的教学大纲首先明确了课程的目标。
这门课程的主要目标是提高学生的英语听说读写能力，培养学生的语言综合运用能力。
通过学习这门课程，学生应该能够流利地进行日常生活中的英语交流，并能够读懂一些中等难度的英语文章。
同时，学生还应该能够撰写简单的英语作文，并且具备一定的听力理解能力。
二、教学内容综合英语2的教学大纲还明确了课程的教学内容。
这门课程的教学内容主要包括词汇、语法、听力、口语、阅读和写作等方面。
通过学习这些内容，学生将能够掌握一定量的词汇，了解一些基本的语法知识，并能够运用这些知识进行听说读写的综合训练。
在词汇方面，学生将学习一些常用的单词和短语，并通过课堂练习和课后作业进行巩固。
在语法方面，学生将学习一些基本的句型和语法规则，并通过练习和应用来加深理解。
在听力方面，学生将通过听取录音材料来提高听力理解能力，并通过听力练习来巩固所学知识。
在口语方面，学生将进行口语训练，提高口语表达能力，并通过与同学的对话来加强交流能力。
在阅读方面，学生将阅读一些简单的英语文章，并通过阅读理解练习来加深对文章内容的理解。
在写作方面，学生将进行写作练习，提高写作能力，并通过写作作业来应用所学知识。
三、教学方法综合英语2的教学大纲还明确了课程的教学方法。
这门课程的教学方法主要包括教师讲解、学生讨论、小组合作和个人练习等。
通过教师讲解，学生可以了解到课程的重点和难点，并学习相关的知识和技能。
通过学生讨论和小组合作，学生可以互相交流和学习，提高学习效果。
通过个人练习，学生可以巩固所学知识，并提高语言运用能力。
四、评估方式综合英语2的教学大纲还明确了课程的评估方式。
这门课程的评估方式主要包括平时成绩和期末考试成绩。
自考综合英语2-02
自考综合英语2-02Lesson Two The Man Who Could Work Miracles (I)H. G. Wells一个青年本来不相信有违反自然规律的所谓奇迹，却偶然发现自己能以意志力来创造奇迹。
开始他对此困惑不解，甚至有些害怕。
反复的试验证实他确实有这种本领，愉悦的情绪油然而生。
这一特异功能实在太有用了，既能为他的早餐增加一个新鲜的鹅蛋，又能使他在10分钟之内完成全天的工作，还能把自己讨厌的人一下子贬到阴曹地府。
不过这种非凡的天赋对自己、对他人究竟是福还是祸，此刻下结论还为时过早，要等到第3课才能见分晓。
1 Until he was thirty years old, Fotheringay did not believe in miracles. It was while he was asserting the impossibility of miracles that he discovered his extraordinary powers. He was having a drink in a bar. Toddy Beamish opposed everything he said by a monotonous but effective "So you say," and drove him to the limit of his patience. Angry with Mr. Beamish, Mr. Fotheringay determined to make an unusual effort.2 "Look here, Mr. Beamish," said Mr. Fotheringay. "Let us clearly understand what a miracle is. It's something contrary to the course of nature done by power of Will."3 "So you say," said Mr. Beamish.4 "For instance," said Mr. Fotheringay. "Here would be a miracle. That lamp, in the natural course of nature, couldn't burn like that upside down, could it, Beamish?"5 "You say it couldn't," said Beamish.6 "And you?" said Fotheringay. "You don't mean to say ... ?"7 "No," said Beamish reluctantly. "No, it couldn't."8 "Very well," said Mr. Fotheringay. "Then here comes someone, perhaps myself, and stands here, and says to that lamp,as I might do, collecting all my will —'Turn upside down without breaking, and go on burning steady, ' and —Hullo!"9 It was enough to make anyone say "Hullo!" The incredible was visible to them all. The lamp hung upside down in the air, burning quietly with its flame pointing down.10 Mr. Fotheringay stood with a forefinger stretched out and the troubled face of one expecting a terrible crash. A cyclist, who was sitting next to the lamp, ducked and jumped across the bar. For nearly three seconds the lamp remained still. A faint cry of mental distress came from Mr. Fotheringay; "I can't keep it up," he said, "any longer." He staggered back, and the lamp suddenly fell.11 It was lucky it had a metal container, or the whole place would have been on fire. Mr. Cox, the landlord, was the first to speak, and his remark was to the effect that Fotheringay was a fool. Fotheringay himself was astonished beyond measure at the thing that had occurred. The subsequent conversation threw no light on the matter,[0907:37] and everyone accused Fotheringay of a silly trick. He himself was terribly puzzled, and he rather agreed with them.12 He went home red-faced and hot. It was only when he found himself alone in his little bedroom that he was able to think clearly and ask, "What on earth happened?"13 He had removed his coat and boots, and was sitting on the bed with his hands in his pocket. He was repeating for the seventeenth time, "I didn't want the thing to turn over," when it occurred to him that at the precise moment he said the commanding words he had willed the thing that he said. And when he saw the lamp in the air he had felt that it depended on him to maintain it there without being clear how this was to bedone. He decided on another experiment.14 He pointed to his candle and collected his mind, though he felt he did a foolish thing. "Be raised up," he said. The candle was raised, hung in the air for a moment, and then fell with a crashon his table, leaving him in darkness.15 For a time Mr. Fotheringay sat perfectly still, "It did happen, after all," he said. "And how I'm going to explain it, I don't know." He signed heavily, and began feeling in his pockets for a match. He could find none, and he groped about the table. "I wish I had a match," he said. He tried his coat, and there were none there, and then it dawned upon him that miracles were possible even with matches. He stretched out a hand. "Let there be a match in that hand," he said. He felt some light object fall across his palm, and his fingers closed upon a match.16 After several futile attempts to light this, he threw it down, and then it occurred to him that he might have willed it to be lit. He did so, and saw it burning on the table. He caught it up hastily, and it went out. His perception of possibilities enlarged, and he felt for and replaced the candle in its candlestick. "Here! You be lit," said Mr. Fotheringay, and at once the candle was burning. For a time he stared at it, and then looked up and met his own gaze in the looking glass.17 "What about miracles now?" said Mr. Fotheringay, addressing his own reflection.18 The subsequent thoughts of Mr. Fotheringay were confused. So far as he could see, he had only to will the thing. [1001:37] After his first experiences, he wished to make only very cautious experiments. But he lifted a sheet of paper, and turned a glass of water pink, and then green, and got himself atoothbrush. In the early hours of the morning he had reached the fact that his will power must be unusual and strong. The fears of his first discovery were now mixed with pride and ideas of advantage. He heard the church clock striking one, and decided to get into bed without further delay. As he struggled to get his shirt over his head, he was struck with a brilliant idea. "Let me be in bed," he said, and found himself so. "Undressed," he added; and, finding the sheets cold, he said hastily, "and in my nightshirt — no, in a nice soft woollen nightshirt. Ah!" he said with immense enjoyment. "And now let me be comfortably asleep..."19 He awoke at his usual hour and was thoughtful all through breakfast-time. He wondered whether his experience might not be a dream. At last his mind turned again to cautious experiments. For instance, he had three eggs for breakfast; two were supplied by his landlady, good, but from the shop, and one was a delicious fresh goose-egg, laid, cooked, and served by his extraordinary will. He hurried to work in a state of profound but carefully concealed excitement. All day he could do no work because of his astonishing knowledge, but this caused him no inconvenience, because he made up for it miraculously in his last ten minutes.20 As the day passed, his state of mind passed from wonder to delight. He intended, among other things, to increase his personal property by acts of creation, and called into existence a number of nice things. But he could see that the gift required caution and watchfulness.21 After supper one night, he went out to try a few miracles in private by the gasworks. He stuck his walking stick into the ground and commanded the dry wood to blossom. The air was immediately full of the scent of roses. He struck a match and saw that this beautiful miracle was indeed accomplished. Hissatisfaction was ended by advancing footsteps. Afraid that someone would discover his powers, he said to the stick hastily, "Go back." What he meant was "Change back" ; but the stick moved backwards at a considerable speed, and there came a cry of anger from the approaching person. "Who are you throwing rosebushes at, you fool?" cried a voice.22 "I'm sorry," said Mr. Fotheringay. He saw Winch, a policeman, advancing.23 "What do you mean by it?" asked Winch. "Hullo! It's you, is it? The man who broke the lamp at that bar! What did you do it for? Do you know that stick hurt?"24 For the moment Fotheringay could not utter a word. His silence seemed to irritate Mr.Winch. "You've been assaulting the police, young man, this time."25 "Look here, Mr. Winch," said Fotheringay, annoyed and confused. "I'm very sorry. The fact is ..."26 "Well?"27 He could think of no answer but the truth.[0801:42] "I was working a miracle." He tried to speak as casually as he could.28 "Working a . .. ! Look! Don't talk rot. Working a miracle, indeed! Well, that's really funny! You're the man who doesn't believe in miracles... The fact is, this is another of your silly tricks. Now I tell you ..."29 But Mr. Fotheringay never heard what Mr. Winch was going to tell him. He realized that he had given himself away. He became violently irritated. He turned on the policeman swiftly and fiercely. "Listen," he said. "I've had enough of this. I'll show you a silly trick, Go to Hades!"30 He was alone!31 Mr. Fotheringay performed no more miracles that night, nor did he trouble to see what had become of his flowering stick. He went back, scared and very quiet. "Good Heavens!" he said, "It's an extremely powerful gift. I didn't mean as much as that. Not really... I wonder what Hades is like."32 He sat on the bed taking off his shoes. Struck by a happy thought he transferred the policeman to San Francisco, and then went to bed.33 The next day Fotheringay heard two interesting pieces of news. Someone had planted a most beautiful climbing rose near the gasworks, and everyone was looking for Constable Winch.第二课创造奇迹的人（I）直到30岁，佛泽林盖也不相信“奇迹”。
《综合英语 2》课程教学大纲
《综合英语 2》课程教学大纲课程名称：综合英语 2/Comprehensive English 2课程类型：专业基础课课程性质：必修/学位课适用专业：英语专业(商务方向)、对外汉语专业学时数：96 其中，实验/上机学时：0学分数：6 考核方式：闭卷笔试预修课程：高中英语教学参考书：杨立民编.现代大学英语 2.外语教学与研究出版社.出版时间：2011杨立民编.现代大学英语 2 教师用书.外语教学与研究出版社.出版时间：2011开课单位：外国语学院英语系课程简介:《综合英语》课程是为我院英语系学生在基础阶段（一、二年级）所开设的一门最为重要的必修课程，在专业英语一、二年级共开设 4 个学期，使用普通高等教育“十一五”国家级规划教材，即：《现代大学英语》（第 1-4 册）。
该课程的教学对象为本科一二年级学生。
总学时 360，总学分 22.5。
该课程是一门综合技能课，主要通过语言基础训练与篇章讲解分析以及大量的交际实践练习，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，具备基本的口头交际能力与笔头表达能力。
通过本门课程帮助学生打好坚实的语言知识基础，培养和提高学生综合运用英语的能力，促进学生学习策略的形成、发展和完善。
本门课程对学生知识、能力和素质的培养目标:1.进一步扩大学生词汇量, 加深学生对各项语法知识的理解2.大量阅读,培养学生阅读速度及技巧,并提高学生对文章的理解鉴赏能力3.通过课内外实践培养学生的语言输出能力Unit One Another School Year---What For? (6 学时)教学目的与要求：1.Dictation2.Grammar3.Oral Practice4.Vocabulary5.Reading Skill6.Writing教学重点与难点：1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容：Part One Background information & Warm-up activities (1 学时) Part Two Text Analysis, grammar and vocabulary (3 学时) Part Three Oral practice and exercises (2 学时)Unit Two Say Yes (6 学时)教学目的与要求：1.Dictation2.Grammar3.Oral Practice4.Vocabulary5.Reading Skill6.Writing教学重点与难点：1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容：Part One Background information & Warm-up activities (1 学时) Part Two Text Analysis, grammar and vocabulary (3 学时) Part Three Oral practice and exercises (2 学时)Unit Three The Rite of Spring (6 学时)教学目的与要求：1.Dictation2.Grammar3.Oral Practice4.Vocabulary5.Reading Skill6.Writing教学重点与难点：1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容：Part One Background information & Warm-up activities (1 学时) Part Two Text Analysis, grammar and vocabulary (3 学时) Part Three Oral practice and exercises (2 学时)Unit Four The Man in The Water (6 学时) 教学目的与要求：1.Dictation2.Grammar3.Oral Practice4.Vocabulary5.Reading Skill6.Writing教学重点与难点：1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容：Part One Background information & Warm-up activities (1 学时) Part Two Text Analysis, grammar and vocabulary (3 学时) Part Three Oral practice and exercises (2 学时)Unit Five Quick Fix Society (6 学时)教学目的与要求：1.Dictation2.Grammar3.Oral Practice4.Vocabulary5.Reading Skill6.Writing教学重点与难点：1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容：Part One Background information & Warm-up activities (1 学时) Part Two Text Analysis, grammar and vocabulary (3 学时) Part Three Oral practice and exercises (2 学时)Unit Six Wisdom of Bearwood (6 学时)教学目的与要求：1.Dictation2.Grammar3.Oral Practice4.Vocabulary5.Reading Skill6.Writing教学重点与难点：1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容：Part One Background information & Warm-up activities (1 学时) Part Two Text Analysis, grammar and vocabulary (3 学时) Part Three Oral practice and exercises (2 学时)Unit Seven Inter-Lesson (I)（6 学时）教学目的和要求1.Vocabulary2.Grammar3.Reading4.Translation5.Writing教学重点和难点1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容Part One Word-Formation (1 学时)Part Two Cloze (1 学时)Part Three Translation (1 学时)Part Four Proofreading (1 学时)Part Five Reading Comprehension (2 学时)Unit Eight The Man In Asbestos (6 学时)教学目的与要求：2.Grammar3.Oral Practice4.Vocabulary5.Reading Skill6.Writing教学重点与难点：1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容：Part One Background information & Warm-up activities (1 学时)Part Two Text Analysis, grammar and vocabulary (3 学时)Part Three Oral practice and exercises (2 学时)Unit Nine Confessions of a Miseducated Man (6 学时) 教学目的与要求：1.Dictation2.Grammar3.Oral Practice4.Vocabulary5.Reading Skill6.Writing教学重点与难点：1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容：Part One Background information & Warm-up activities (1 学时)Part Two Text Analysis, grammar and vocabulary (3 学时)Part Three Oral practice and exercises (2 学时)Unit Ten Pompeii (6 学时)教学目的与要求：1.Dictation2.Grammar3.Oral Practice5.Reading Skill6.Writing教学重点与难点：1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容：Part One Background information & Warm-up activities (1 学时)Part Two Text Analysis, grammar and vocabulary (3 学时)Part Three Oral practice and exercises (2 学时)Unit Eleven Button, Button (6 学时)教学目的与要求：1.Dictation2.Grammar3.Oral Practice4.Vocabulary5.Reading Skill6.Writing教学重点与难点：1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容：Part One Background information & Warm-up activities (1 学时)Part Two Text Analysis, grammar and vocabulary (3 学时)Part Three Oral practice and exercises (2 学时)Unit Twelve A Fundamental Technique in Handling People(6 学时) 教学目的与要求：1.Dictation2.Grammar3.Oral Practice4.Vocabulary5.Reading Skill6.Writing教学重点与难点：1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容：Part One Background information & Warm-up activities (1 学时) Part Two Text Analysis, grammar and vocabulary (3 学时) Part Three Oral practice and exercises (2 学时)Unit Thirteen Mr. Imagination (6 学时)教学目的与要求：1.Dictation2.Grammar3.Oral Practice4.Vocabulary5.Reading Skill6.Writing教学重点与难点：1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容：Part One Background information & Warm-up activities (1 学时) Part Two Text Analysis, grammar and vocabulary (3 学时) Part Three Oral practice and exercises (2 学时)Unit Fourteen Inter-Lesson (II)（6 学时）教学目的和要求1.Vocabulary2.Grammar3.Reading4.Translation5.Writing教学重点和难点1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容Part One Word-Formation (1 学时)Part Two Cloze (1 学时)Part Three Translation (1 学时)Part Four Proofreading (1 学时)Part Five Reading Comprehension (2 学时)Unit Fifteen Obama’s Victory Speech (6 学时) 教学目的与要求：1.Dictation2.Grammar3.Oral Practice4.Vocabulary5.Reading Skill6.Writing教学重点与难点：1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容：Part One Background information & Warm-up activities (1 学时) Part Two Text Analysis, grammar and vocabulary (3 学时) Part Three Oral practice and exercises (2 学时)Unit Sixteen the oyster and the pearl (6 学时) 教学目的与要求：1.Dictation2.Grammar3.Oral Practice4.Vocabulary5.Reading Skill6.Writing教学重点与难点：1.Grammar Usagenguage Communication3.Vocabulary Extension教学内容：Part One Background information & Warm-up activities (1 学时) Part Two Text Analysis, grammar and vocabulary (3 学时) Part Three Oral practice and exercises (2 学时)。
《综合英语II》教学大纲.docx
《综合英语II》教学大纲一、课程基本信息课程名称综合英语II课程代码B5002015英文名称Comprehensive English II归属学科（系、部）英语系学分 6 学时96学时，其中实践0学时开课学期第2学期预修课程综合英语I面向专业英语专业、二学位英语专业二、课程性质与教学目标课程性质：《综合英语》是英语专业的一门专业基础必修课。
该课程主要从听、说、读、写、译等方面，通过循序渐进的方式，培养学生的基本英语技能，使其了解中西语言及文化之异同，并在打好坚实的英语语言基础上，培养他们的语言能力和交际能力，使学生在正确、自然而II灵活地学握木阶段所学的语言的同时，能在恰当的场合随机应变地熟练使用所学语言，为进入高年级阶段的学习打下扎实的专业基础。
教学目标：语音：在第一学期的基础上继续巩固。
词汇：认知词汇2,000-3,000个，熟练掌握800-1,000个及其基本搭配词汇，能在会话和写作中正确运用。
表达：学习交流时如何用不同句式表达功能意念，提高流利度。
语法：掌握较系统的英语语法，并且能运用于实践。
阅读：掌握文章的主旨，准确领会作者的写作意图。
写作：掌握便条的写作格式，做到语法正确，表达清晰。
三、教学章节与学时安排类别教学内容与章节学时数理论教学部分1. Unit 1 Another School Year-What For?62. Unit 2 Say Yes63. Unit 3 The Rite of Spring64. Unit 4 The Man in the Water65. Unit 5 Quick Fix Society66. Unit 6 Wisdom of Bear Wood67. Unit 7 Inter-Lesson (1)6 & Unit 8 The Man in Asbestos69. Unit 9 Confessions of a Miseducated Man610. Unit 10 Pompeii611 • Unit 11 Button, Button612. Unit 12 A Fundamental Technique in Handling People613. Unit 13 Mr. Imagination614. Unit 14 Inter-Lesson (2)615. Unit 15 Obama's Victory Speech616. Review6四、教学内容与教学方法(一)理论教学内容1.Unit 1 Another School Year-What For?(1)Warm-up Activities and background Information(2)Text Appreciation and language study(3)Exercise and extended activities主要教学方法：遵循以学生为主体，教师为主导的教学模式，运用先进的多媒体教学手段进行启发式教学，采取问答、复述、听写、讨论、汇报、讲故事、表演等多种课堂活动使学生的听、说、读、写、译等各项技能得到全面发展。
综合英语2自学辅导上册课程设计
综合英语2自学辅导上册课程设计1. 课程简介《综合英语2自学辅导上册课程设计》是为英语专业高年级学生提供的一门自学课程。
本门课程分为上、下两册，本文主要介绍上册的课程设计。
本课程的教学目标是让学生通过自学，培养英语听、说、读、写的综合素养，提高英语综合运用能力，为下一步的英语专业学习打下坚实的基础。
2. 课程教材本课程使用教材为《综合英语2》（第三版，梁守德主编，外语教学与研究出版社出版）。
该教材是一套适合英语专业高年级学生的教材，内容包括听、说、读、写等方面，涵盖了英语的基本语法、词汇、语音和语境等内容。
3. 课程设置本课程一共分为14个单元，每个单元包含以下几个方面：3.1 听力每个单元的听力部分包括两篇听力材料和相应的听力练习。
听力材料分为两个等级，分别是基础水平和进阶水平，适合不同程度的学生。
听力练习包括听力填空、听力选择和听力判断等内容，旨在帮助学生更好地掌握英语听力技能。
3.2 口语每个单元的口语部分包括两个话题，学生需要就该话题进行口头表述，内容涵盖日常生活、学习和工作等方面，旨在让学生逐渐掌握英语口语的基本技巧和表达能力。
3.3 阅读每个单元的阅读部分包括一篇文章和相关的阅读练习，文章内容覆盖了文化、科技、社会等方面，旨在培养学生阅读技巧和理解能力。
3.4 写作每个单元的写作部分包括一个话题和相应的写作任务，旨在让学生逐渐掌握英语写作的基本技巧，如正确使用语法、词汇和标点符号等。
4. 课程评估本课程的评估方式主要包括两个方面：第一方面是每个单元结束后的在线测验，包括听力、口语、阅读和写作四项内容，用于评估学生对该单元内容的掌握情况；第二方面是期末考试，用于总结评估学生对本课程所学内容的掌握情况和英语综合运用能力。
5. 总结通过本门课程的学习，学生将更好地掌握英语听、说、读、写的综合技能，提高英语应用能力和综合素养。
同时，本课程也适合有英语自学基础的初学者学习。
希望学生们能够认真学习，积极探索，共同完成学习任务。
自考综合英语二Lesson2教案
Lesson Two IconsPart OneObjectives:Students will be able to:1. grasp the main idea and structure of the text;2. master the key language points and grammatical structure in the text;3. conduct a serious of reading, listening, speaking and writing activities related to the theme of the lesson.Key Points:Key words & paraphraseDifficult Points:Write an essay based on the text.Part TwoTeaching Steps:Step 1 Language Study1. cultural adj.★culture n. 文化2. heroine n.★hero n. 英雄3. glamour n.★glamorous adj. 迷人的4. achievement n.★achieve v. 实现；完成5. fashion n.★fashionable adj. 时髦的6. distinguish v.★distinguished adj. 杰出的；著名的7. consciousness n.★conscious adj. 有意识的8. unheroic adj.★heroic adj. 英雄的；英勇的9. economy n.★economic adj. 经济的；经济学的economical adj.经济的；节约的；经济学的10. consequently adv.★consequent adj. 作为结果的；结局的consequence n.结果11. legendary adj.★legend n. 传奇12. mythic adj.★myth n. 神话13. indefinable adj.★definable adj. 可限定的define v.限定14. accomplishment nj.★accomplish v. 完成辨析：accomplishment与achievementachievement：1.达成；完成[U]achievement of an ambition抱负的实现2.成就，成绩[C]The invention of the computer is a great achievement.发明电脑是一大成就。
自考英语(二)教学大纲
自考英语（二）教学大纲一、课程性质英语（二）是各专业本科段必修的公共基础课。
通过考试，学生可得14学分。
二、使用教材《大学英语自学教程》（上下册），上册共25单元，下册15单元。
三、教学目的英语（二）的目的是使学习者能比较熟练地掌握英语基础知识和语言技能，做到具有较好的阅读能力、一定的英译汉能力和初步的听、说写及汉译英的能力，为获取专业所需要的信息及进一步提高英语水平打下较扎实的基础。
英语（二）考纲规定本课程的目的是英语的基本词汇和语法。
课程的主要目的是培养阅读能力。
具体地说，从以下几方面体现：（一）词汇：学生应掌握英语单词3800 个和常用词组750 个。
具体要求：1. 能流利地读出，语音基本正确。
2. 能识别并说出词的语法特征，主要指词类和形态变化。
例如：名词单数变复数规则；动词的过去式、过去分词、现在分词、不定式、单数第三人称变化；形容词和副词的比较级和最高级形式。
3. 能说出汉语词义，对比较常用的词要能英汉互译，拼写正确并记住固定搭配。
4. 了解基本的构词规则，记住常用前缀、后缀的意义，并能根据构词规则猜测词性和词义。
（二）语法：了解和掌握英语基本语法知识。
英语（二）要求掌握的主要语法有：词类和句子成分、基本句型、句子结构、形容词的比较级和最高级、动词的时态语态和语气、动词的非谓语形式、从句、倒装句、和强调句。
（三）阅读：阅读能力应达到能阅读与教材后期课文难度相当的一般性材料。
生词不超过所读词数的3% ，速度为每分钟30 个词，理解基本正确。
（四）翻译：分为两个部分，一是英译汉，要求能将阅读的材料译成汉语，译文基本正确，文字通顺；二是汉译英，要求能把结构比较简单、由常用词构成的汉语句子译成英语，译文基本正确。
四、教学要求与原则（一）重在培养学生的技能学习英语主要是学习一种技能，这与学习许多其他学科，如数学、经济、哲学等有所不同。
学英语不仅要求掌握必要的英语知识（如语音、词汇、语法）和相关的文化知识，而且要拥有运用这些知识的能力和技巧。
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people.
And you would not be alone, because pollsters have found that people today do not choose political leaders who shape history for their "Most Admired" list, but rather movie and television celebrities, fashion models, professional athletes, and even comic book and cartoon characters. In short media icons.
bigger than life, you might come up with an entirely
different list. You might, in fact, name people who are
celebrated for their wealth and glamour rather than their achievements and moral strength of character.如 果有人请你列举在社会上受到普遍赞赏、貌似非 凡的人，你所列举的恐怕是完全不同的人。
就定义而言，英雄之所以与众不同是因为他们有 非凡的勇气、取得卓越的成就、常常为他人的利 益而作出牺牲。 by definition：按定义 be distinguished by：由于……而有别（于……） heroes and heroines are people who are different from other people because of their unusual courage, achievements and the sacrifices they make in the interests of others.
仅是你一个人提出的这些人，民意调查发现， 今天人们不再选择创造过历史的政治领袖 为他们“最钦佩的人物”。
And many other people would list the same kind of people as their Most "Admired" .
By definition, heroes and heroines are men and women distinguished by uncommon courage, achievements, and self-sacrifice made most often for the benefit of others —
可是有人说，我们的时代是很难出现真正英雄的时代，英 雄主义这一概念本身我们就很难理解——它已经成为历史。
ours：是名词性代词，作为宾语从句的主语。 where引出两个定语从句，修饰an age。 come by：找到
◆ They are men and women recognized for shaping our nation's consciousness and development as well as the lives of those who admire them.
◆ Yet, some people say that ours is an age where true heroes and heroines are hard to come by, where the very ideal of heroism is something beyond us — an artifact of the past. Some maintain that because the Cold War is over and because America is at peace our age is essentially an unheroic one.
◆ they are people against whom we measure others.
◆ 他们是我们评价别人的标准。 they've become a sort of standard; we judge others by what they do and what they are.
Heroes and Cultural Icons
Lesson Two
contents
◆ 1 Words & Expressions ◆ 2 Text Focuses & Difficulties ◆ 3 Exercises ◆ 4 Review & Homework
◆ If you were asked to list ten American heroes and heroines, you would probably name some or all of the following: George Washington, Abraham Lincoln, Daniel Boone, Martin Luther King Jr., Amelia Earhart, Susan B. Anthony, Jacqueline Kennedy Onassis, Helen Keller, Elizabeth Cady Stanton来自 and Rosa Parks.
Abraham Lincoln
Martin Luther King Jr.
Jacqueline Kennedy
Onassis Helen Keller
Rosa Parks
◆ If next you were asked to list people who are
generally admired by society, who somehow seem