综合英语二教学日历(13-14-1)电子版

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《大学英语》教学日历

３．讲课教师：大英第一教研室４．开课教研室：大英第一教研室５．教研室主任签章自主听力学习16 学时自主阅读及作业16 学时４．机动 4 学时1. 任课教师接到教研室分配的下一学期的教学任务后，根据本课程的教学大纲、下学期的校历，于学期结束前一周填写教学日历一份，送交教研室主任审后，再由教研室转交学生系办公室。

2. 学生系依各开课教研室报了来的教学日历，按专业年级编排学生学习负荷平衡计划表，在编排时可对教学日历中的测验、作业以及课程设计的学时做必需的修改（时间前后的错动）以求学生负荷的均衡，学生系将修改后的教学日历于开学前退回原教研室。

3. 任课教师于开学后一周内按学生系提出的意见（必要时可进行协商）修订教学日历并复制一式三份（教研室、学生系及教务处各送一份）。

托福2024年考试完整日历表

托福2024年考试完整日历表托福2024考试完整日历表2024年1月：6日 13日 20日 27日2024年2月：3日2024年3月：2日 6日 10日 23日2024年4月：6日 13日 17日 21日 27日2024年5月：11日 15日 18日 26日2024年6月：2日 8日 12日 16日 22日 26日 30日2024年7月：6日 10日 13日 20日 21日 24日2024年8月：17日 21日 24日2024年9月：1日 4日 7日 8日 14日 15日 18日 21日 22日2024年10月：12日 16日 19日 26日 27日 30日2024年11月：2日 3日 9日 13日 17日 24日2024年12月：1日 8日 14日 18日 28日以上信息仅供参考，具体以官方发布为准托福考试时间多久托福考试时间是3个小时40分钟，或者3个小时50分钟。

1、托福听力：60—90分钟包括了4—6个演讲(会带有一些课堂讨论，其中每个都会持续3至5分钟，而每个演讲随后都会分成6个问题;其中还有2—3个对话(每个持续3分钟，另外每个演讲随后分布5个问题)2.、托福口语：20分钟6项(2项是特定的简单会话题，还有独立表达自己观点;另外还有4项结合所读或所听表达自己的观点)同学们有30秒准备时间，1分钟持续做答;3、托福写作：50分钟考试时间50分钟，独立论述文30分钟;需要结合所读所听文20分钟。

4、托福阅读：60-100分钟包括了3—5篇学术*，其中每篇是在700字左右，另外每篇会有12-14个问题，时间是在60-100分钟。

托福考试具体考哪些内容托福考试内容主要分四项，分别是：阅读、听力、口语、写作，从不同方面综合检测考生的英语水平。

托福考试的总分为120分，每个部分单项总分为30分，总分为各单项分数总和。

1、听力托福听力部分包括两个section，每个section中也有两部分，一部分是对话，托福这部分有五个选择题。

新时代研究生学术英语综合教程2教师手册

新时代研究生学术英语综合教程2教师手册全文共10篇示例，供读者参考篇1Hello everyone, I'm here to talk about the Teacher's Manual for the New Era Research Student Academic English Comprehensive Course 2. This book is super cool because it helps teachers like us teach students all about academic English in a fun and interactive way.The Teacher's Manual is full of awesome tips and tricks to help us make our lessons interesting and engaging. It has detailed lesson plans, fun activities, and lots of ideas to keep our students interested and excited about learning. We can use the manual to create a dynamic and interactive classroom environment where our students can improve their English skills while having fun.One of the best things about the Teacher's Manual is that it covers all aspects of academic English, including reading, writing, speaking, and listening. This means that we can help our students become well-rounded English speakers and writers. The manual also provides guidance on how to teach grammar,vocabulary, and pronunciation in a way that is clear and easy for students to understand.Overall, the New Era Research Student Academic English Comprehensive Course 2 Teacher's Manual is a valuable resource for any teacher looking to improve their English teaching skills. So let's dive in, have fun, and help our students become confident and proficient English speakers! Let's go, teachers! Let's make learning English fun and exciting for our students!篇2Hey guys, today I want to talk about this super cool book called "New Era Research Graduate Academic English Integrated Course 2 Teacher's Manual". It's like a guide for teachers to help students learn academic English.So basically, this book has a bunch of tips and tricks for teachers to use in their classes. It has exercises and activities to help students improve their English skills. It also has sample lesson plans and assessments to make teaching easier.One thing I really like about this book is that it covers a lot of different topics. It talks about reading, writing, speaking, and listening. It also has sections on grammar and vocabulary. Sobasically, it's a one-stop shop for all your academic English needs.Another cool thing about this book is that it's really easy to use. The instructions are simple and the exercises are fun. Plus, it has lots of examples and explanations to help you understand the concepts better.Overall, I think this book is a great resource for teachers who want to help their students improve their academic English skills. It's easy to use, covers a lot of topics, and has lots of helpful tips. So if you're a teacher looking for a way to help your students succeed in English, I definitely recommend checking out "New Era Research Graduate Academic English Integrated Course 2 Teacher's Manual".篇3Hello everyone! Today I want to talk to you about the "New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual". It may sound like a mouthful, but don't worry, I'll break it down for you!First of all, this manual is like a guide for teachers who are helping graduate students improve their academic English skills. In this book, you will find lots of tips and tricks to help studentswrite better essays, give great presentations, and do awesome research.One of the things the manual talks about is how to write a good thesis statement. This is like the main idea of your essay, and it's super important to get it right. The manual gives examples and exercises to help students practice writing strong thesis statements.Another thing the manual covers is how to use sources in your research. It's important to give credit to the people whose ideas you're using in your work. The manual shows students how to properly cite sources and avoid plagiarism.There are also sections on grammar and vocabulary, which are essential for writing clear and professional academic papers. The manual breaks down complex grammar rules and gives tips on how to expand your academic vocabulary.In conclusion, the "New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual" is a great resource for teachers who want to help their students succeed in their studies. With its practical tips and exercises, students can improve their academic English skills and become better researchers and writers.篇4Hey guys! Today I wanna talk to you about this super cool book called "New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Guide". It's all about helping teachers teach us graduate students how to rock our academic English skills!First off, this book has tons of awesome tips and tricks for reading, writing, speaking, and listening. It helps us understand tricky academic vocabulary and grammar, and gives us practice exercises to improve our skills.The book also has real-life examples of academic essays and presentations, so we can see what good academic English looks and sounds like. It even has activities to help us practice researching and citing sources properly.One of my favorite parts of the book is the "Activities" section. It has fun games and group activities that make learning academic English super fun and interactive. Plus, it helps us work on our teamwork and communication skills!Overall, this book is like having a super smart English teacher right in your hands. It's packed with everything we need tosucceed in our graduate studies and beyond. So grab a copy and let's start improving our academic English skills together!篇5Hi teacher! Today I want to tell you about the "New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual". It's a really cool book that helps us learn English in a fun and interesting way.First of all, this book has so many useful tips and strategies for improving our English skills. It helps us with reading, writing, listening, and speaking English. The activities in the book are really fun and they help us practice what we've learned.The grammar section in the book is great too. It explains grammar rules in a simple and easy-to-understand way. There are also lots of exercises to practice what we've learned. It really helps us improve our English grammar.The vocabulary section is awesome too. It teaches us lots of new words and how to use them in sentences. There are also exercises to help us remember the words and use them correctly.I also love the listening and speaking activities in the book. They help us practice our listening skills and speaking skills in afun way. It's really helped me become more confident in speaking English.Overall, the "New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual" is a fantastic book for helping us improve our English skills. I've learned so much from it and I know you will too. Thanks for teaching us with this awesome book!篇6Hey guys, today I'm going to talk about the "New Era Research-oriented Academic English Comprehensive Course 2 Teacher's Manual". It's a super important book for our teachers to help us learn academic English better.This book is full of useful information and tips on how to improve our English skills. It covers everything from reading, writing, listening, speaking, grammar, vocabulary, and more. The activities and exercises in the book are really fun and interesting, which makes learning English a lot more enjoyable.One of the coolest things about this book is that it includes real-life examples of academic English in action. This helps us understand how to use English in a more professional and academic way. It also gives us a better idea of what to expectwhen we go on to higher education or start working in a professional setting.The book also has lots of useful strategies for improving our English skills, like how to take notes, how to write essays, how to give presentations, and so much more. These skills are super important for us to succeed in our academic and professional lives.Overall, the "New Era Research-oriented Academic English Comprehensive Course 2 Teacher's Manual" is a must-have for all teachers who want to help us become better English speakers and writers. It's packed with tons of useful information and tips that will really help us improve our English skills. Make sure to check it out and ask your teacher to use it in class!篇7Hello everyone, I’m going to tell you about the "New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual"! This book is super important for teachers who want to help students improve their English skills. Let’s dive into the details!First off, this book covers a wide range of topics, from academic writing to public speaking. It’s designed to helpstudents become better communicators and researchers. The book is divided into different units, each focusing on a specific aspect of academic English. It’s filled with useful tips, exercises, and examples to help students master the skills they need.One of the key features of this book is the emphasis on critical thinking. The authors encourage students to think critically about the information they read and hear, and to develop their own arguments based on evidence. This is a valuable skill for any student, whether they are studying science, literature, or history.Another great thing about this book is that it includesreal-life examples of academic writing. Students can see how to structure a paper, cite sources, and write clearly and persuasively. This hands-on approach helps students understand what is expected of them in the academic world.Overall, the "New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual" is a valuable resource for any teacher who wants to help students succeed in their studies. It’s engaging, practical, and full of useful information. I highly recommend it to all teachers who want to bring out the best in their students!So, if you want to help your students improve their English skills and succeed in their academic careers, make sure to check out this book. Happy teaching!篇8The New Era Research Graduate Academic English Integrated Course 2 Teacher's Manual is a super important book that helps teachers teach students how to use academic English. It's like a treasure map for learning! The book is full of tips and tricks to help students improve their English skills and do well in their studies.First off, the book talks about all the different types of academic English, like writing essays, giving presentations, and doing research. It even has exercises and activities to practice these skills. It's like a fun English adventure!The book also has lots of vocabulary and grammar tips to help students sound more professional. There are also sections on how to read and write academic articles, which are super useful for doing research projects.One of the best parts of the book is that it has real-life examples of academic English in action. So students can see howto use the language in a practical way. It's like having a secret weapon for learning English!Overall, this book is a must-have for any teacher who wants to help their students succeed in their studies. It's full of valuable information and will definitely help improve students' English skills. So let's all grab our copy of the New Era Research Graduate Academic English Integrated Course 2 Teacher's Manual and start our English adventure today!篇9Hey guys, have you heard about the New Era Research Graduates Academic English Comprehensive Tutorial 2 Teacher's Manual? It's like a super cool book that helps teachers like your teachers to teach us better in school. Let me tell you more about it!Firstly, this book is all about learning academic English, which is like a more advanced kind of English that we use in school for writing essays and reports. It helps us to sound more professional and smart when we talk and write in English.In the manual, there are lots of fun activities and exercises for us to do in class. These activities help us practice reading,writing, speaking, and listening in English. There are also tips and tricks for studying better and getting good grades in school.The book covers topics like research skills, critical thinking, and academic writing. It teaches us how to do research, analyze information, and present our ideas in a clear and organized way. It's like a guide to becoming a super smart and successful student!Our teachers use this manual to plan their lessons and help us improve our English skills. They also use it to assess our progress and give us feedback on our work. It's like having a super teacher's helper in the classroom!So, next time you see your teacher using the New Era Research Graduates Academic English Comprehensive Tutorial 2 Teacher's Manual, remember that it's there to help us become awesome English speakers and writers. Let's study hard and have fun learning together!篇10Hi guys! Today let's talk about the New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual. It's super important for teachers to know how to help us become better at English!First off, this manual is all about helping us improve our English skills in a fun and effective way. It covers lots of different topics like reading, writing, listening, and speaking. There are also tips for teachers on how to make our learning experience more engaging and interesting.One cool thing about this manual is that it includes plenty of activities and exercises for us to practice what we've learned. There are also quizzes and tests to help us track our progress and see how much we've improved.The manual also provides guidance on how to teach specific English skills like grammar, vocabulary, and pronunciation. This is super helpful for teachers who want to make sure they're covering all the important aspects of English language learning.Overall, the New Era Research Graduate Academic English Comprehensive Course 2 Teacher's Manual is a great resource for teachers who want to help us get better at English. So next time you're in class, make sure to thank your teacher for all their hard work in following this awesome manual!。

综合英语教程2 Unit14

Introduction of functions
You may express your disappointment like this:
That’s very disappointing, I must say.
The weather is rather disappointing. It's disappointing that we failed the final. I'm very disappointed at their decision. To my disappointment, it rained on the day of the picnic.
Part II Reading Comprehension and Language Activities
Pre-reading Tasks Notes Translation Comprehension work Language work (A, B, C)
Part II Reading Comprehension and Languwn dialogue
1. You and your partner are talking about growing old and the problems arising from it. Make a dialogue using the following cues.
A dialogue for reference
A: Are you sure? Children ought to help and take care of ageing parents, but often turn out to be disappointing. B: Yes, I agree with you. Parents brought up the children, and of course they should deserve some return from them now. A: People always have so many ideas, but they don't put them into practice. So we must do something to change the situation. For example, schools and families should stress ethical education and promote the merits of traditional Chinese family relationship. B: Good idea! And the old should learn to understand the young, too, and to improve mutual understanding.

大学英语教学日历

《新视野大学英语视听说教程》（第一册）Unit 1(A级)
《新时代交互英语视听说教程》（第一册）Unit 1(B级)
3
多媒体读写译
语音室视听说
3
《新视野大学英语读写教程》（第一册） Unit 1
Learning a Foreign Language
《新视野大学英语视听说教程》（第一册）Unit 1(A级)
《新视野大学英语视听说教程》（第三册）Unit2(A级)
《新时代交互英语视听说教程》（第三册）Unit2(B级)
5
多媒体读写译
语音室视听说
3
《新视野大学英语读写教程》（第三册） Unit3
Where Principles Come First
《新视野大学英语视听说教程》（第三册）Unit3(A级)
《新时代交互英语视听说教程》（第三册）Unit3(B级)
《新视野大学英语视听说教程》（第二册）Unit2(A级)
《新时代交互英语视听说教程》（第二册）Unit2(B级)
4
多媒体读写译
语音室视听说
3
《新视野大学英语读写教程》（第二册） Unit2
Learning the Olympic Standard for Love
《新视野大学英语视听说教程》（第二册）Unit2(A级)
12
多媒体读写译
语音室视听说
3
《新视野大学英语读写教程》（第一册） Unit7
Face to Face with Guns
《新视野大学英语视听说教程》（第一册）Unit6(A级)
《新时代交互英语视听说教程》（第一册）Unit6 (B级)
13
多媒体读写译
语音室视听说
3
《新视野大学英语读写教程》（第一册） Unit7

13-14(2)各班班级课表

班级课程表课表名称：12商务英语3-4班节次星期一星期二星期三
第 1 2 节
▲国际商务单证员证书课程 2节/周 [1-2节] (02-15) 靳智博【知行楼1-507】
◆外贸函电 2节/周 [1-2节] (02-15) 程芳【学思楼4-A402】
☆商务英语交际Ⅰ 2节/周 [1-2节] (02-15) 徐层珍【学思楼4-A402】
▲形势与政策Ⅳ 2节/周 [7-8节] (02-02) 徐永周【学思楼4-C310】 ▲形势与政策Ⅳ 1节/周 [9-9节] (02-02) 徐永周【学思楼4-C310】
晚上
实训课程:景区服务与管理实训(17-17);酒店服务项目实训（餐饮）(18-20)
★:考试课；▲：考查课；●：实验课；◆：集中考试课；☆：过程考核课。场地说明：学思楼2-学思楼2栋，其他以此类推，A、B、C分别对应教学楼区域。知行楼2-知行楼2栋，其他以此类班级课程表课表名称：12商务英语3-1班节次星期一第 1 2 节星期二星期三
▲行业认知系列讲座Ⅳ 2节/周 [5-6节] ☆办公软件综合项目训练 (00-00) 2节/周郭晓丽【第一阶梯教室】 [5-6节] ▲职业核心能力培养系列讲 (02-08) 座Ⅳ 孙永中【知行楼5-311CL】 2节/周 [5-6节] (00-00) 赵蕊华【第一阶梯教室】 ▲职业核心能力培养系列讲座Ⅳ 2节/周 [7-8节] (00-00) 赵蕊华【第一阶梯教室】 ▲行业认知系列讲座Ⅳ 2节/周 [7-8节] (00-00) 郭晓丽【第一阶梯教室】
☆商务英语交际Ⅰ 2节/周 [3-4节] (02-15) 陈玉萍【学思楼4-B408】 ▲就业指导Ⅱ 2节/周 [3-4节] (02-08) 陆连国【学思楼4-A401】

翻译系《英语精读Ⅰ、Ⅱ》课程教学日历

12
第 8-9 周 Wisdom of Bear Wood
掌握文中相关修辞手法，学会欣赏其语言；
掌握现在分词作定语修饰词的用法。
10ቤተ መጻሕፍቲ ባይዱ
第 10-11 周
Confessions of a Miseducated Man
对当今教育体制的弊端有一定的了解，学会思辨看问题。
12
第 12-13 周 Button, Button
8
第 16-17 周 The Greatest Invention
理解课文；掌握 as 引导宾补的用法。
8
第二学期(96 学时)
日期
教学内容
课时教学目标分配
第 1-2 周
Another School Year—What For? (Book 2)
理解时间的紧迫性；掌握将来时的不同表达
方法。
12
12
掌握记叙文的文体特点并能运用该文体知 The Boy and the Bank Officer 识来欣赏课文和同类文章；掌握虚拟语气与 8
非真实条件句的用法。
第 9-10 周 Message of the Land
掌握采访式散文的写法；掌握虚拟语气与非
真实条件句的用法。
10
第 11-12 周 The Nightingale and the Rose 对神话有相关了解。
了解寓言的写法，理解人性的弱点；掌握过
去分词作定语修饰词的用法。
10
第 13-15 周
A Fundamental Technique in Handling People
对作者卡耐基有相关了解，理解文中的幽默。
10
第 15-16 周 Mr. Imagination

上海科技大学2019-2020学年第一学期2019级本科生课程时间表

第1节8:15-9:00第2节9:10-9:55第3节10:15-11:00第4节11:10-11:55第5节13:00-13:45第6节13:55-14:40第7节15:00-15:45第8节15:55-16:40第9节16:50-17:35第10节17:45-18:30普通化学I习题课 1班(1-16,教学中心404）第11节18:40-19:25普通化学I习题课 2班(1-16,教学中心404）第12节19:35-20:20普通化学I习题课 3班(1-16,教学中心404）第13节20:30-21:15普通化学I习题课 4班(1-16,教学中心404）注：周四周五普通化学I 1班 (米启兮单1-15,教学中心102)普通化学I 2班 (宁志军单1-15,教学中心202)综合英语I 4班(1-16,教学中心402）综合英语II 5班(1-16,教学中心406）综合英语II 6班(1-16,教学中心407）综合英语II 8班(1-16,教学中心403）周三周一周二《物理原理I：力学、热学》 (柳仲楷 1-16,教学中心405)普通物理I (柳学榕 1-16,教学中心304)现代生命科学导论B（池天朱焕乎，1-16,教学中心203）现代生命科学导论C（孙建龙钟桂生，1-16,教学中心302）中华文明通论1班（刘勋 1-16 教学中心202）设计思维：应用创新（陆丁,陈雪,周小宇,何晨 1-12,创管学院215）羽毛球2班、网球2班、足球2班、篮球2班、游泳2班、体能与健身2班、武术2班、乒乓2班、击剑与防卫2班、拳击与塑形2班、健美操2班田径基础2班、跆拳道2班现代文学传统与写作 1班（朱康 1-16,创管学院202）中华文明通论 2班（刘勋 1-16，教学中心202）普通化学I实验 2班（张云艳 2-16,物质学院 2-301)3、周三5-6、7-8，周五8-9、10-11的体育课程上课地点为体育馆或体育场，具体参见学生个人课表。

教学日历

马识淳
合授课比
计例（%）
新乡医学院三全学院教学日历
体育部承担本科 2010 年级各专业体育(足球) 学总学时 32 理论学时 32 实验学时 0 学分 1.0 2012 年 1 月 1 日
授课时数周次 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 时间理论内容摘要正高 2.19—2.25 2.26—3.3 3.4—3.10 3.11—3.17 3.18—3.24 3.25—3.30 3.31—4.7 4.8—4.14 4.15—4.21 4.22—4.27 4.28—5.5 5.6—5.12 5.13—5.19 5.20—5.26 5.27—6.2 6.3—6.9 专项理论：足球比赛阵型的特点及演变 1.“四二三”“三四三”阵型的特点及运用。 2.耐力训练教学比赛 1.“四三二”阵型的特点及运用 2.速度及速度耐力训练教学比赛 1.“三五二”阵型的特点及运用 2.灵敏训练 3.力量训练教学比赛体质健康测定教学比赛体质健康测定体质健康测定 1.“四五一”“五四一”阵型的特点及运用。 2.速度练习 3.耐力练习教学比赛教学比赛教学比赛考前技术综合训练冯代伟狄柴新副高讲师助教教师
新乡医学院三全学院教学日历
三全外语系承担本科 2010 年级各(除英) 专业英语授周次 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 时间理论内容摘要正高 2.19—2.25 2.26—3.3 3.4—3.10 3.11—3.17 3.18—3.24 3.25—3.30 3.31—4.7 4.8—4.14 4.15—4.21 4.22—4.27 4.28—5.5 5.6—5.12 5.13—5.19 5.20—5.26 5.27—6.2 6.3—6.9 Unit 1 Unit 1 Unit 2 Unit 2 Unit 3 Unit 3 Unit 4 Unit 4 Unit 5 Unit 5 Unit 6 Unit 6 Unit 7 Unit 7 Review Review 副高讲师助教 4*9 2*9 4*9 2*9 4*9 2*9 4*9 2*9 4*9 2*9 4*9 2*9 4*9 2*9 4*9 2*9 Review 2*18 Unit 7 2*18 王宝贵惠诗景惠诗景李雪峰胡桦胡张志全郑倩 Unit 6 2*18 郑倩 Unit 5 2*18 张志全桦 Unit 4 2*18 李雪峰 Unit 3 2*18 王宝贵 Unit 2 2*18 Unit 1 2*18 学课时总学时 64 理论学时 48*9 实验学时 16*18 数教师实验内容摘要正高副高讲师助教学分 3.5 授课 2012 年 1 月 1 日时数教师

学期教学日历表(教学进度表)

Prediction & Inference;SelectingSpecific information; News Summary
Passage Dictation 12 Supplementary Ex. 12
BBC or VOA News 30 minutes per day / Watch a Video Film R.4524
Prediction & Inference;SelectingSpecific information; News Summary
Passage Dictation 14 Supplementary Ex. 14
BBC or VOA News 30 minutes per day / Watch a Video Film R.4524
Note Taking Skills;SelectingSpecific information; News Summary
Passage Dictation 9 Supplementary Ex. 8
BBC or VOA News 30 minutes per day / Watch a Video Film R.4524
班级
英语本科064
讲授课
实验课
（实践课）
讨论课
习题课
复习课
测验
其他
26
1次
周次
日期
课时
理论课教学主要内容
重点、难点
作业
教学方法
1
3月6日
2
Set Term Goals/Course Syllabus/ Unit 1 Section 1 Phonetics—Stress, Intonation and Accent; Note-taking

全新版大学英语综合教程-2-课文电子书

全新版大学英语第二册课文Unit 1Text A Learning, Chinese-StyleText 课文Part I Pre-reading TaskListen to the recording two or three times and then think over the following questions:1. Who should teach whom? Is learning a one-way street?2. Should we share our dreams for a better life with our parents or keep them to ourselves?3. Can children ever understand their parents completely?4. From the song can you guess what the theme of the unit, way of learning, chiefly refers to?Part II Text AHoward Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West.LEARNING, CHINESE-STYLEHoward GardnerFor a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing.The key to our room was attached to a large plastic block with the room number on it. When leaving the hotel, a guest was encouraged to turn in the key, either by handing it to an attendant or by dropping it through a slot into a box. Because the key slot was narrow, the key had to be positioned carefully to fit into it.Benjamin loved to carry the key around, shaking it vigorously. He also liked to try to place it into the slot. Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail. Benjamin was not bothered in the least. He probably got as much pleasure out of the sounds the key made as he did those few times when the key actually found its way into the slot.Now both Ellen and I were perfectly happy to allow Benjamin to bang the key near the keyslot. His exploratory behavior seemed harmless enough. But I soon observed an interesting phenomenon. Any Chinese staff member nearby would come over to watch Benjamin and, noting his lack of initial success, attempt to assist. He or she would hold onto Benjamin's hand and, gently but firmly, guide it directly toward the slot, reposition it as necessary, and help him to insert it. The "teacher" would then smile somewhat expectantly at Ellen or me, as if awaiting a thank you — and on occasion would frown slightly, as if considering us to be neglecting our parental duties.I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts), and to throw light on Chinese attitudes toward creativity. And so before long I began to introduce the key-slot anecdote into my discussions with Chinese educators.TWO DIFFERENT W AYS TO LEARNWith a few exceptions my Chinese colleagues displayed the same attitude as the staff at the Jinling Hotel. Since adults know how to place the key in the key slot, which is the ultimate purpose of approaching the slot, and since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle? He may well get frustrated and angry — certainly not a desirable outcome. Why not show him what to do? He will be happy, he will learn how to accomplish the task sooner, and then he can proceed to more complex activities, like opening the door or asking for the key—both of which accomplishments can (and should) in due course be modeled for him as well.We listened to such explanations sympathetically and explained that, first of all, we did not much care whether Benjamin succeeded in inserting the key into the slot. He was having a good time and was exploring, two activities that did matter to us. But the critical point was that, in the process, we were trying to teach Benjamin that one can solve a problem effectively by oneself. Such self-reliance is a principal value of child rearing in middle-class America. So long as the child is shown exactly how to do something — whether it be placing a key in a key slot, drawing a hen or making up for a misdeed — he is less likely to figure out himself how to accomplish such a task. And, more generally, he is less likely to view life —as Americans do —as a series of situations in which one has to learn to think for oneself, to solve problems on one's own and even to discover new problems for which creative solutions are wanted.TEACHING BY HOLDING HIS HANDIn retrospect, it became clear to me that this incident was indeed key — and key in more than one sense. It pointed to important differences in the educational and artistic practices in our two countries.When our well-intentioned Chinese observers came to Benjamin's rescue, they did not simply push his hand down clumsily or uncertainly, as I might have done. Instead, they guided him with extreme facility and gentleness in precisely the desired direction. I came to realize that these Chinese were not just molding and shaping Benjamin's performance in any old manner: In the bestChinese tradition, they were ba zhe shoujiao — "teaching by holding his hand" — so much so that he would happily come back for more.The idea that learning should take place by continual careful shaping and molding applies equally to the arts. Watching children at work in a classroom setting, we were astonished by their facility. Children as young as 5 or 6 were painting flowers, fish and animals with the skill and confidence of an adult; calligraphers 9 and 10 years old were producing works that could have been displayed in a museum. In a visit to the homes of two of the young artists, we learned from their parents that they worked on perfecting their craft for several hours a day.CREATIVITY FIRST?In terms of attitudes to creativity there seems to be a reversal of priorities: young Westerners making their boldest departures first and then gradually mastering the tradition; and young Chinese being almost inseparable from the tradition, but, over time, possibly evolving to a point equally original.One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later.However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon ).But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?(1182 words)Unit 2 Text A The Richest Man In America, Down HomeText 课文Part I Pre-reading TaskListen to the recording two or three times and then think over the following questions:1. Who is it about?2. What happened to him one day?3. Do you think it was worthwhile to walk two or three miles to pay back the six and a quarter cents?4. Is the story related to the theme of the unit — values?The following words in the recording may be new to you:dismayn. 沮丧，失望disturbvt. 使不安conscientiousa. 认真的，尽职的Part II Text ADoes being rich mean you live a completely different life from ordinary people? Not, it seems, if your name is Sam Walton.THE RICHEST MAN IN AMERICA, DOWN HOMEArt HarrisHe put on a dinner jacket to serve as a waiter at the birthday party of The Richest Man in America. He imagined what surely awaited: a mansion, a "Rolls-Royce for every day of the week," dogs with diamond collars, servants everywhere.Then he was off to the house, wheeling past the sleepy town square in Bentonville, a remote Arkansas town of 9,920, where Sam Walton started with a little dime store that grew into a $6 billion discount chain called Wal-Mart. He drove down a country road, turned at a mailbox marked "Sam and Helen Walton," and jumped out at a house in the woods.It was nice, but no palace. The furniture appeared a little worn. An old pickup truck sat in the garage and a muddy bird dog ran about the yard. He never spotted any servants."It was a real disappointment," sighs waiter Jamie Beaulieu.Only in America can a billionaire carry on like plain folks and get away with it. And the 67-year-old discount king Sam Moore Walton still travels these windy back roads in his 1979 Ford pickup, red and white, bird dogs by his side, and, come shooting season, waits in line like everyone else to buy shells at the local Wal-Mart."He doesn't want any special treatment," says night manager Johnny Baker, who struggles to call the boss by his first name as a recent corporate memo commands. Few here think of his billions; they call him "Mr. Sam" and accept his folksy ways. "He's the same man who opened his dime store on the square and worked 18 hours a day for his dream," says Mayor Richard Hoback.By all accounts, he's friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight around.No matter how big a time he had on Saturday night, you can find him in church on Sunday. Surely in a reserved seat, right? "We don't have reserved seats," says Gordon Garlington III, pastor of the local church.So where does The Richest Man in America sit? Wherever he finds a seat. "Look, he's just not that way. He doesn't have a set place. At a church supper the other night, he and his wife were in back washing dishes."For 19 years, he's used the same barber. John Mayhall finds him waiting when he opens up at 7 a.m. He chats about the national news, or reads in his chair, perhaps the Benton County Daily Democrat, another Walton property that keeps him off the front page. It buried the Forbes list at the bottom of page 2."He's just not a front-page person," a newspaper employee explains.But one recent morning, The Richest Man in America did something that would have made headlines any where in the world: He forgot his money. "I said, 'Forget it, take care of it next time,'" says barber Mayhall. "But he said, 'No, I'll get it,' and he went home for his wallet."Wasn't that, well, a little strange? "No sir," says Mayhall, "the only thing strange about Sam Walton is that he isn't strange."But just how long Walton can hold firm to his folksy habits with celebrity hunters keeping following him wherever he goes is anyone's guess. Ever since Forbes magazine pronounced him America's richest man, with $2.8 billion in Wal-Mart stock, he's been a rich man on the run, steering clear of reporters, dreamers, and schemers."He may be the richest by Forbes rankings," says corporate affairs director Jim V on Gremp,"but he doesn't know whether he is or not — and he doesn't care. He doesn't spend much. He owns stock, but he's always left it in the company so it could grow. But the real story in his mind is the success achieved by the 100,000 people who make up the Wal-Mart team."He's usually back home for Friday sales meetings, or the executive pep rally Saturday morning at 7 a.m., when Walton, as he does at new store openings, is liable to jump up on a chair and lead everyone in the Wal-Mart cheer: "Give me a W! Give me an A! Give me an L! Louder!"And louder they yell. No one admits to feeling the least bit silly. It's all part of the Wal-Mart way of life as laid down by Sam: loyalty, hard work, long hours; get ideas into the system from the bottom up, Japanese-style; treat your people right; cut prices and margins to the bone and sleep well at night. Employees with one year on board qualify for stock options, and are urged to buy all they can.After the pep rally, there's bird hunting, or tennis on his backyard court. But his stores are always on his mind. One tennis guest managed to put him off his game by asking why a can of balls cost more in one Wal-Mart than another. It turned out to be untrue, but the move worked. Walton lost four straight games.Walton set up a college scholarship fund for employees' children, a disaster relief fund to rebuild employee homes damaged by fires, floods, tornadoes, and the like. He believed in cultivating ideas and rewarding success."He'd say, 'That fellow worked hard, let's give him a little extra,'" recalls retired president Ferold F. Arend, who was stunned at such generosity after the stingy employer he left to join Wal-Mart. "I had to change my way of thinking when I came aboard.""The reason for our success," says Walton, in a company handout, "is our people and the way they're treated and the way they feel about their company. They believe things are different here, but they deserve the credit."Adds company lawyer Jim Hendren: "I've never seen anyone yet who worked for him or was around him for any length of time who wasn't better off. And I don't mean just financially, although a lot of people are. It's just something about him —coming into contact with Sam Walton just makes you a better person."(1066 words)Unit 2 Text A Father knows BetterText 课文Part I Pre-reading TaskListen to the recording two or three times and then think over the following questions:1. What sort of a song is it?2. Who should be sitting up and taking notice? Why?3. What does the singer think of his parent's way of doing things?4. Do you agree with what he says?The following words in the recording may be new to you:roamvi. 漫游drenchvt. 使湿透prophesizev. 作预言senatorn. 参议员heedvt. 注意stallv. 拖延ragevi. 激烈地进行Part II Text AThis comedy centers around a proud father's attempts to help his children, attempts which somehow or other always end up embarrassing them. For the sake of fun it carries things to extremes, but nearly everyone can recognize something of themselves and their parents in it.FATHER KNOWS BETTERMarsh CassadyCHARACTERS: FATHER; MOTHER; HEIDI, 14; DIANE, 17; SEAN, 16; RESTAURANT MANAGER, 20s; MRS. HIGGINS.SETTING: Various locations including a fast-food restaurant, the Thompson family dining room, and an office at a high school.ATRISE: As the lights come up, HEIDI enters and crosses Down Right to the edge of the stage. SEAN and DIANE enter and cross Down Left to the edge of the stage. They listen as HEIDI addresses the audience.HEIDI: My dad's a nice man. Nobody could possibly believe that he isn't. Yet he's... well, he's always doing these stupid things that end up really embarrassing one or more of us kids. One time, see, my brother wanted to buy this guitar. Been saving money for it for a long time. Then he got a job at this fast-food place, OK? Waiting tables. It was Sean's first actual job, and he was real happy about it. He figured in two or three months he'd have enough money to buy exactly the kind of guitar he wanted. Mom and Dad were proud of him, and well, OK, he's my big brother, and he's always pulling these dumb things on me. But, well, I was proud of him too. You know what happened? I hate to tell you because:SEAN, DIANE and HEIDI: (In unison) Father knows better!(The lights come Up Left on the fast-food restaurant where SEAN works. It consists of a counter and a couple of small tables. The MAN-AGER stands behind the counter. SEAN is busily cleaning the tables when FATHER walks in.)MANAGER: Good evening, sir. May I help you?FATHER: Good evening.SEAN: (To himself) Oh, no!(He squats behind one of the tables trying to hide from FATHER.)FATHER: I'm looking for the manager.MANAGER: That would be me, sir.FATHER: I'm Sam Thompson. My son works here.MANAGER: Oh, you're Sean's father.FATHER: Yes. It's his first job, you know. I just wanted to check that he's doing OK.MANAGER: Oh, fine. No problem.SEAN: (Spreading his hands, palms up, speaking to himself) What did I do to deserve this? Tell me what?FATHER: Hiring him was a good thing then?MANAGER: Well, yeah, I suppose so.SEAN: (Still to himself.) Go home, Dad. Go home. Go home.FATHER: I'm sure he's a good worker but a typical teenager, if you know what I mean.MANAGER: (Losing interest) I wouldn't know.FATHER: He's a good boy. And I assure you that if there are any subjects that need to be addressed, Sean and I will have a man-to-man talk.MANAGER: I don't think that will be necessary...FATHER: Oh, no problem. I'm proud of my son. Very, very proud. And I just wanted you to know that I'll do anything I can to help him through life's dangerous sea.SEAN: (Standing up and screaming) Aaaargh! Aaaargh! Aaaaaaargh!FATHER: Son, I didn't know you were here.SEAN: It's where I work, Dad.FATHER: Of course. I mean, I didn't see you.SEAN: I can't imagine why.FATHER: Your manager and I were just having a nice chat.(DIANE enters Down Left just as HEIDI enters Down Right. They look at SEAN and FATHER.)SEAN, DIANE, HEIDI: (In unison) Father, you know better than that.(The lights quickly fade to black and then come up a second or two later. SEAN stands alone at the Down Right edge of the stage. HEIDI and DIANE cross to Down Left edge of the stage.)SEAN: If that sort of thing happened only once in a while, it wouldn't be so bad. Overall, I wouldn't want to trade my dad for anyone else's. He loves us kids and Mom too. But I think that's sometimes the problem. He wants to do things for us, things he thinks are good. But he needs to give them more thought because:SEAN, HEIDI and DIANE: (In unison) Father knows better!(The lights fade to black and come up on the Center Stage area where FATHER and the three children are seated around the dining room table. MOTHER enters carrying a dish, which she sets on the table. FATHER quickly rises and pulls out her chair. She sits. The family starts eating dinner.)FATHER: I have a surprise for you, Diane.DIANE: (Knows it can't be good.) You have... a surprise?MOTHER: Well, whatever it is, dear, don't keep us in suspense.FATHER: Well, you know, Dan Lucas and I work together?DIANE: Kyle's father?MOTHER: Don't interrupt, dear, your father is trying to tell you something.HEIDI: (Stage whisper to SEAN) Something Diane won't want to know, I'll bet.SEAN: (Whispering to HEIDI) Whatever would make you think that?MOTHER: Sean, dear. Heidi, sweetheart, don't distract your father.SEAN and HEIDI: (Simultaneously) Sorry, Mom.FATHER: Now then. As I was saying, I know how much you like young Kyle.DIANE: Father!FATHER: It's true, isn't it? Didn't I hear you tell your mother that you wish Kyle would ask you to the senior prom?SEAN: Uh-oh!HEIDI: Oops!MOTHER: Please, children, please. Your father is trying to speak.DIANE: (Through clenched teeth, the words are in a monotone and evenly spaced.) Yes-I-said-that-why-are-you-asking?FATHER: Well then.DIANE: (Becoming hysterical) "Well then" what?!FATHER: What did I say? Did I say something wrong?HEIDI: (To SEAN) Not yet, he didn't.SEAN: (To HEIDI) But you know it's coming.MOTHER: Children, please. Do give your father the respect he deserves.HEIDI and SEAN: (Rolling their eyes) Yes, Mother.FATHER: Well, today I saw Dan and asked if he'd like to go to lunch at that French restaurant on Third Street. You know the one, Mother.MOTHER: Well, yes, I believe I do.FATHER: My treat, I told him. And, of course, he was glad to accept.MOTHER: Why wouldn't he be?FATHER: (Somewhat surprised) Well, yes.DIANE: What-has-this-to-do-with me?!MOTHER: Diane, sometimes I just don't understand your behavior. I try my best.DIANE: (Very short with her) I'm sorry.MOTHER: Thank you, Diane. (To FATHER) Please do go on, dear.FATHER: As I said —HEIDI: We know what you said, Daddy.FATHER: Er... uh, what's that?SEAN: She said, "We know what you said, Daddy."FATHER: Yes, yes, of course.MOTHER: Do get on with it, dear. I've made the most glorious dessert. An old recipe handed down to me by my great Aunt Hilda —DIANE: Mother, please!MOTHER: Yes, dear?(DIANE shakes her head and lets her body fall against the back of the chair.)FATHER: At any rate, Dan's a nice guy. Never knew him well. Found we have a lot of the same interests. Our families, our community, global peace, human welfare.HEIDI: (Mumbling to herself) That narrows it down, all right.SEAN: Father?FATHER: Yes, son?SEAN: I do believe Diane would like to know the surprise.DIANE: (Breathing hard as if exhausted, she turns to SEAN, nodding her head up and down repeatedly.) Thank you, Sean. I owe you one.FATHER: Well, yes. Here it is then. I told Dan of your interest in his son.DIANE: You what?MOTHER: Diane, what has come over you? I just don't understand the younger generation. Why back in my day —DIANE: Mother, please!MOTHER: What, what? What?HEIDI: Mother, I believe she wants Father to continue.SEAN: (To himself) Get this over with, more likely.DIANE: Daddy, please, tell me. Now. Right away. What did you say, Daddy? Please. Tell me, what did you tell Mr. Lucas? Tell me, please. Please, tell me.FATHER: Well, now, isn't this nice. It looks like my little scheme is a success. You're so eager to find out... makes a man feel as if it's all worthwhile.HEIDI: (To SEAN) Can you believe this?SEAN: (To HEIDI) Oh, sure. Can't you?FATHER: Yes, well, I told him how much you liked young Kyle, and how you'd been wishing he'd ask you to the prom.DIANE: You didn't! Tell me you didn't!FATHER: Oh, yes. Anything for my children.DIANE: (Swallowing hard) And... and —MOTHER: Diane, are you all right?DIANE: (She juts out her chin at MOTHER and quickly jerks her head around to face FATHER.) Well... what did he say?!FATHER: Well, of course, being the sort of man he is — frank, understanding, he said he'd speak to the young man, insist he give you a call.DIANE: (Angry scream!) Whaaaaaat!SEAN and HEIDI: (Together) Father, you know better than that.FATHER: I do? Yes, yes, I guess I do. I've... done it again, haven't I?(The lights quickly fade to black and then come up a second or two later. DIANE stands alone at the Down Right edge of the stage. HEIDI and SEAN enter Down Left and cross to the edge of the stage.)DIANE: Can you imagine how humiliated I was? An honor student, class president. And Father was out asking people to have their sons call and ask me to the prom! But that's dear old dad. Actually, he is a dear. He just doesn't stop to think. And it's not just one of us who've felt the heavy hand of interference. Oh, no, all three of us live in constant dread knowing that at any timedisaster can strike because:DIANE, HEIDI and SEAN: (Shouting in unison) Father knows better.(The lights fade to black and quickly come up again Stage Left where there is an executive-type desk and chair and two other chairs. Behind the desk sits MRS. HIGGINS, in charge of admitting new students to Benjamin Harrison High School. HEIDI and FATHER sit in the other chairs.)MRS. HIGGINS: So this is our new student, is it?FATHER: That's right.MRS. HIGGINS: What's your name, young lady?HEIDI: HEIDI Thompson.MRS. HIGGINS: I'm sure you'll find the students friendly. And the teachers more than willing to answer questions.FATHER: She is an exceptional young woman, you know.HEIDI: Daddy!FATHER: Very, very bright.MRS. HIGGINS: Yes, now if we can get you to fill out —FATHER: Don't know where she got her brains. Her mother, I suppose. Oh, I was bright enough. But nothing like HEIDI. All her teachers have told Mrs. Thompson — that's her mother — and me that she was just about the brightest —MRS. HIGGINS: (Interrupts as she loses her patience, though trying to be pleasant) As I said, if you have proof of vaccinations —FATHER: (Interrupts, carrying on with his line of thought) Besides being bright, she's very, very talented.HEIDI: (Twists her hands over and over in front of her chest.) Please, Daddy, don't do this.FATHER: Well, of course I will, darling. I'm proud of you. Your mother and I are proud of you. (Turns back to MRS.HIGGINS.) Why just last year, in her last year of junior high school, before we moved, Heidi placed first in the county in the annual spelling bee! Isn't that wonderful? And she plays the piano like an angel. An absolute angel.HEIDI: Daddy, please. Please, please. Daddy, I have to go to class. I want to go to class. Please let me go to class.FATHER: See what I mean? Such an eager learner. I can't imagine anyone's being more eager for knowledge than my Heidi. My little girl.MRS. HIGGINS: Yes, well, be that as it may —HEIDI: Aaargh! Aaaaargh! Aaaargh!(DIANE and SEAN enter Down Right. They look at HEIDI, FATHER, and MRS. HIGGINS.)HEIDI, DIANE and SEAN: (Shouting in unison) Daddy, you know better than that!FATHER: Er, uh, I do?(Curtain)(1912 words)Unit 4 Text A A Virtual LifeText 课文Part I Pre-reading TaskListen to the recording two or three times and then think over the following questions:1. Is the hero a student or an employee?2. What was he doing when the boss came in?3. How did he act in front of his boss?4. Can you guess what the texts in this unit are going to be about?The following words in the recording may be new to you:surfvt. （在网上）漫游log onto进入（计算机系统）unpredictablea. 不可预测的Part II Text AMaia Szalavitz, formerly a television producer, now spends her time as a writer. In this essay she explores digital reality and its consequences. Along the way, she compares the digital world to the "real" world, acknowledging the attractions of the electronic dimension.A VIRTUAL LIFEMaia SzalavitzAfter too long on the Net, even a phone call can be a shock. My boyfriend's Liverpool accent suddenly becomes impossible to interpret after his easily understood words on screen; a secretary's clipped tone seems more rejecting than I'd imagined it would be. Time itself becomes fluid —hours become minutes, or seconds stretch into days. Weekends, once a highlight of my week, are now just two ordinary days.For the last three years, since I stopped working as a television producer, I have done much of my work as a telecommuter. I submit articles and edit them via email and communicate with colleagues on Internet mailing lists. My boyfriend lives in England, so much of our relationship is also computer-assisted.If I desired, I could stay inside for weeks without wanting anything. I can order food, and manage my money, love and work. In fact, at times I have spent as long as three weeks alone at home, going out only to get mail and buy newspapers and groceries. I watched most of the endless snowstorm of'96 on TV.But after a while, life itself begins to feel unreal. I start to feel as though I've become one with my machines, taking data in, spitting them back out, just another link in the Net. Others on line report the same symptoms. We start to feel an aversion to outside forms of socializing. We have become the Net critics' worst nightmare.What first seemed like a luxury, crawling from bed to computer, not worrying about hair, and clothes and face, has become a form of escape, a lack of discipline. And once you start replacing real human contact with cyber-interaction, coming back out of the cave can be quite difficult.。

学年第一学期教学日历及教学环节表

2019 -2020 学年第一学期教学日历及教学环节表（一）2019.9.2更新备注：1. 老生2019年8月31日～9月1日报到、领取教材，9月2日正式上课，9月21、22日补考18-19-2学期不及格课程。

2. 2019级新生9月7～8日报到，9月9日-12日入学教育、体检，9月11日上午开学典礼，9月16日～9月29日军训，10月8日上课。

3.“中秋节”放假：9月13～15日（三天）；“国庆节”放假：10月1日～10月7日（七天），9月29日调上10月4日的课,10月12日调上10月7日的课；2020年“元旦”放假按照国家规定的法定假日执行。

4. 2019年10月24、25日校运动会；第十周为期中考试周，各二级学院安排期中考试。

5. 2019年11月16日为职业技能鉴定全省统一鉴定日；2019年12月14日为大学英语四、六级考试日；2019年12月15日为大学英语A、B级考试日。

6. 本学期学生上课结束时间为2020年1月3日，期末考试时间为1月4～5日。

学生寒假时间为2020年1月6日～2月14日。

7. 19材料631、19材料661合班上课，19环境631、19精化331合班上课，19自动661、19光伏331合班上课，19电子631、19无人机631合班上课。

2019 -2020学年第一学期教学日历及教学环节表（二）备注：1. 老生2019年8月31日～9月1日报到、领取教材，9月2日正式上课，9月21、22日补考18-19-2学期不及格课程。

2. 2019级新生9月7～8日报到，9月9日-12日入学教育、体检，9月11日上午开学典礼，9月16日～9月29日军训，10月8日上课。

4. 2019年10月24、25日校运动会；第十周为期中考试周，各二级学院安排期中考试。

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％。

综合英语二教学日历(13-14-2)电子版 2

武昌理工学院
2013－2014学年第2学期
教学日历
专业班级英语1201 课程名称综合英语
授课教师谭宗燕
选用教材名称《综合英语二》（下册）
出版社外研版出版时间2009年4月
教学周数 18 考核方式考试
总学时 72 理论学时 72 实践学时
系（教研室）主任（签字）
2014 年 2 月
说明
1、此表一式三份，教务处、教师所在学院各一份，本人留存一份。

2、原则上以课堂为单位（即每2学时为一课堂/次）逐项认真填写。

在上课后第二周内交与教师所在学院的系（教研室）主任审查、签字，于第三周交教务处。

3、教学方式含理论讲授和实践（训）。

实践（训）含实验、课堂讨论、训练课（习题课）等。

4、总学时为双数。

总学时数等于理论学时数与实践学时数之和。

5、因节假日全校活动等影响教学进度，可排2-4学时机动。

13-14学年度第二学期总课表

星期四
3 4 5 6 1 2
数学语文音乐体育文体胡玲光婵光婵贵刚杨伟语文语文写字品生美术晓容晓容后华胡玲晓容语文数学体育音乐音乐蔡素金城张娟王碧王碧数学语文语文体育美术金城陶文陶文兴龙修琼
星期五
3 4 5 6
数学语文语文体育音乐专题胡玲光婵光婵贵刚光婵光婵语文数学体育音乐音乐专题晓容胡玲诗涛绍燕绍燕晓容数学语文美术体育文体专题金城蔡素蔡素张娟李渊蔡素语文语文品生音乐美术专题陶文陶文金城陶文修琼陶文
三语文语文英语品社信息体育数学语文品社综合科学班会英语语文数学科学美术美术语文数学劳技音乐音乐综合数学语文语文体育体育专题 (1) 秀娟秀娟小敏秀娟王碧显碧显碧秀娟秀娟修琼王碧显碧小敏秀娟显碧王碧玉丹玉丹秀娟显碧小敏秀娟秀娟修琼显碧秀娟秀娟显碧显碧显碧三数学语文语文美术体育综合英语语文数学科学品社班会数学语文英语科学音乐音乐语文语文综合品社体育体育语文数学劳技美术信息专题 (2) 修琼玉丹玉丹玉丹显碧修琼小敏玉丹修琼绍燕玉丹修琼修琼玉丹小敏绍燕秀娟秀娟玉丹玉丹修琼玉丹显碧显碧玉丹修琼小敏玉丹张娟修琼四英语语文数学体育品社音乐语文数学信息美术体育班会语文英语数学科学综合品社数学语文美术劳技科学音乐语文语文数学综合体育专题 (1) 小敏亚玲少飞伦书绍燕亚玲亚玲少飞亚玲少飞伦书少飞亚玲小敏少飞刘江亚玲绍燕少飞亚玲少飞小敏刘江亚玲亚玲亚玲少飞亚玲伦书少飞四语文英语数学品社综合信息语文语文数学美术劳技班会数学语文科学品社音乐体育数学语文综合科学音乐体育数学英语语文体育美术专题 (2) 永梅小敏后康永梅后康张娟永梅永梅后康后康小敏永梅后康永梅张娟永梅永梅后康后康永梅后康张娟永梅后康后康小敏永梅后康后康永梅五数学英语语文科学综合体育数学语文品社体育综合班会语文语文数学劳技信息体育数学语文科学品社美术美术英语语文数学音乐音乐专题 (1) 杨伟王燕何隼光桥何隼杨伟杨伟何隼泽民杨伟何隼杨伟何隼何隼杨伟王燕杨伟杨伟杨伟何隼光桥泽民攀义攀义王燕何隼杨伟王碧王碧杨伟五语文数学科学信息劳技体育数学语文英语品社综合班会语文语文数学体育综合品社数学英语语文体育音乐音乐语文数学科学美术美术专题 (2) 伦书攀义应凯攀义王燕伦书攀义伦书王燕万乾洪友攀义伦书伦书攀义伦书洪友万乾攀义王燕伦书伦书绍燕绍燕伦书攀义应凯攀义攀义攀义六语文数学英语美术品社体育语文数学科学劳技体育班会数学语文品社信息音乐音乐英语数学语文科学综合美术语文语文数学体育综合专题 (1) 建明夕坤王燕夕坤东梅建明建明夕坤应凯王燕建明建明夕坤建明东梅德亮沛才沛才王燕夕坤建明应凯东梅夕坤建明建明夕坤建明东梅建明六数学语文语文音乐体育综合语文数学品社科学劳技班会语文数学英语美术体育信息数学语文综合品社音乐体育语文数学英语科学美术专题 (2) 诗涛志芹志芹杨敏诗涛志芹志芹诗涛庆仁应凯王燕志芹志芹诗涛王燕志芹诗涛德亮诗涛志芹志芹庆仁杨敏诗涛志芹诗涛王燕应凯志芹志芹

2013-2014-2英语系开课计划

考试：1周
学分 4 4 4 2 2 1 1 2 2 1 考核方式素质测评素质测评素质测评素质测评素质测评素质测评素质测评素质测评素质测评素质测评非院信工非院备注
合计
20
23
：
教务处：
总周数：19周
总学时 72 72 72 36 36 理论学时 72 72 72 36 36
理论周数：18周
实践/验上机学时 / / / / /
36 36
0
28+8制表时间：Fra bibliotek制表人:
教学院长：
语学院开课计划
理论周数：18周
周数 18 18 18 18 18 18 18 14 18 2 2 周学时 4 4 4 2 2
2013-2014第二学期文法与外语学院开课计
专业：英语
修读方式限选限选限选任选任选自修自修限选限选自修非专业基础课非专业基础课课程性质专业基础课专业基础课专业基础课专业课专业课
年级：13级
课程名称综合英语（二）英语听力（二）英语口语（二）英语写作（一）英语国家概况英语口语训练(二) 原版书籍阅读(二) 体育计算机基础行为表现专业班级英语1301-1303 英语1301-1303 英语1301-1303 英语1301-1303 英语1301-1303 英语1301-1303 英语1301-1303 英语1301-1303 英语1301-1303 英语1301-1303

综合英语2课本电子版何兆熊

综合英语2课本电子版何兆熊Unit 1课文精解Take that special hello and lock it away within you—in that place in your heart where summeris an always time. When you and your friends must part, I want you to reach deep within you andbring back that first hello. ( para.13）全句释义为:I want you to reach deep within you andbring back that first hello—l want you to get to the bottom of your heart and recall that first hello./ l want you to think deeply and recall the friendly occasions on which you met your friends andsaid hello to them for the first time.记住那个特别的问候，把它牢记在心里，这样你的内心深处就会永远像夏天一样快乐美好。

当你和你的朋友不得不分离时，我希望你能从内心深处重新找回那第一次的问候。

lock it away within you藏在记忆深处，保存在记忆里;lock away 锁起来，藏起来。

in that place in your heart where summer is an always time此处，很明显可以看出"where summer is an always time"一句使用了隐喻的手法。

always是副词，在这里作形容词使用，这里反映出这位老人可能受教育程度不高。

综合英语二课文完整版

自考综合英语二课文全国高等教育自学考试指定教材综合英语二（上下）主编徐克荣外语教学与研究出版社Lesson OneTwelve Things l Wish They Taught at SchoolCarl Sagan俗话说：“活到老，学到老。

”人的一生就是不断学习、不断丰富和充实自己的过程。

青少年阶段，尤其是中学阶段，无疑是学习的最佳时期。

中学教育的重点应放在什么地方？美国著名科学家和科普作家萨根批评中学只抓各个学科具体内容的做法，他认为中学要注重对青少年的宏观教育，使他们建立起唯物的世界观和宇宙观，使他们能够正确对待自己，关心周围的世界——人类生存的环境和自己的地球同胞。

1 I attended junior and senior high school, public institutions in New Y ork and New Jersey, just after the Second World War. It seems a long time ago. The facilities and the skills of the teachers were probably well above average for the United States at that time. Since then, I've learned a great deal. One of the most important things I've learned is how much there is to learn, and how much I don't yet know. Sometimes I think how grateful I would be today if I had learned more back then about what really matters. In some respects that education was terribly narrow; the only thing I ever heard in school about Napoleon was that the United States made the Louisiana Purchase from him. (On a planet where some 95% of the inhabitants are not Americans, the only history that was thought worth teaching was American history. ) In spelling, grammar, the fundamentals of math, and other vital subjects, my teachers did a pretty good job. But there's so much else I wish they'd taught us.2 Perhaps all the deficiencies have since been rectified. It seems to me there are many things (often more a matter of attitude and perception than the simple memorization of facts) that the schools should teach —things that truly would be useful in later life, useful in making a stronger country and a better world, but useful also in making people happier. Human beings enjoy learning. That's one of the few things that we do better than the other species on our planet. Every student should regularly experience the "Aha!" —when something you never understood, or something you never knew was a mystery, becomes clear.3 So here's my list:Pick a difficult thing and learn it well.4 The Greek philosopher Socrates said this was one of the greatest of human joys,and it is. While you learn a little bit about many subjects, make sure you learn a great deal about one or two. It hardly matters what the subject is, as long as it deeply interests you, and you place it in its broader human context. After you teach yourself one subject, you become much more confident about your ability to teach yourself another. Y ou gradually find you've acquired a key skill. The world is changing so rapidly that you must continue to teach yourself throughout your life. But don't get trapped by the first subject that interests you, or the first thing you find yourself good at. The world is full of wonders, and some of them we don't discover until we're all grown up. Most of them, sadly, we never discover. Don't be afraid to ask "stupid" questions.5 Many apparently naive inquiries like why grass is green, or why the Sun is round, or why we need 55,000 nuclear weapons in the world —are really deep questions. The answers can be a gateway to real insights. It's also important to know, as well as you can, what it is that you don't know, and asking questions is the way. To ask "stupid" questions requires courage on the part of the asker and knowledge and patience on the part of the answerer. And don't confine your learning to schoolwork. Discuss ideas in depth with friends. It's much braver to ask questions even when there's a prospect ofridicule than to suppress your questions and become deadened to the world around you.Listen carefully.6 Many conversations are a kind of competition that rarely leads to discovery on either side. When people are talking, don't spend the time thinking about what you're going to say next. Instead, try to understand what they're saying, what experience is behind their remarks, what you can learn from or about them. Older people have grown up in a world very different from yours, one you may not know very well. They, and people from other parts of the country and from other nations, have important perspectives that can enrich your life.Everybody makes mistakes.7 Everybody's understanding is incomplete. Be open to correction, and learn to correct your own mistakes. The only embarrassment is in not learning from your mistakes.Know your planet.8 It's the only one we have. Learn how it works. We're changing the atmosphere, the surface, the waters of the Earth, often for some short-term advantage when the long-term implications are unknown. The citizens of any country should have at least something to say about the direction in which we're going. If we don't understand the issues, we abandon the future. Science and technology.9 Y ou can't know your planet unless you know something about science and technology. School science courses, I remember, concentrated on the unimportant parts of science, leaving the major insights almost untouched. The great discoveries in modern science are also great discoveries of the human spirit. For example, Copernicus showed that — far from being the center of the universe, about which the Sun, the Moon, the planets, and the stars revolved in clockwise homage — the Earth is just one of many small worlds. This is a deflation of our pretensions, to be sure, but it is also the opening up to our view of a vast and awesome universe. Every high school graduate should have some idea of the insights of Copernicus, Newton, Darwin, Freud, and Einstein. (Einstein's special theory of relativity, far from being obscure and exceptionally difficult, can be understood in its basics with no more than first-year algebra, and the notion of a rowboat in a river going upstream and downstream. )Don't spend your life watching TV.10 Y ou know what I'm talking about.Culture.11 Gain some exposure to the great works of literature, art and music. If such a work is hundreds or thousands of years old and is still admired, there is probably something to it. Like all deep experiences, it may take a little work on your part to discover what all the fuss is about. But once you make the effort, your life has changed; you've acquired a source of enjoyment and excitement for the rest of your days. In a world as tightly connected as ours is, don't restrict your attention to American or Western culture. Learn how and what people elsewhere think. Learn something of their history, their religion, their viewpoints.Compassion.12 Many people believe that we live in an extraordinarily selfish time. But there is a hollowness, a loneliness that comes from living only for yourself. Humans are capable of great mutual compassion, love, and tenderness. These feelings, however, need encouragement to grow.13 Look at the delight a one- or two-year-old takes in learning, and you see how powerful is the human will to learn. Our passion to understand the universe and our compassion for others jointly provide the chief hope for the human race. Lesson TwoIcons提起一位获得诺贝尔奖的华人物理学家的名字，今天的青少年恐怕很多人会感到陌生，无话可说，可是谈起当红歌星、球星，他们则是津津乐道。

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武昌理工学院
2013－2014学年第一学期
教学日历
专业班级英语1201 课程名称综合英语二
授课教师谭宗燕
选用教材名称《综合英语二》（上册）
出版社外研版出版时间2009年4月
教学周数 18 考核方式考试
总学时 64 理论学时 64 实践学时
系（教研室）主任（签字）
2013 年 9 月
说明
1、此表一式三份，教务处、教师所在学院各一份，本人留存一份。