《國(guó)際交流英語(yǔ)》課程教學(xué)大綱

《國(guó)際交流英語(yǔ)》課程教學(xué)大綱一、課程基本信息課程代碼：課程名稱：國(guó)際交流英語(yǔ)英文名稱：EnglishforInternationalAcademicCommunication課程類別：通識(shí)課學(xué)時(shí)：32學(xué)分：2適用對(duì)象:金融學(xué)（中外人才培養(yǎng)實(shí)驗(yàn)班）考核方式：考試先修課程：商務(wù)英語(yǔ)聽(tīng)力II、商務(wù)英語(yǔ)口語(yǔ)II二、課程簡(jiǎn)介《國(guó)際交流英語(yǔ)》是專門針對(duì)廣東財(cái)經(jīng)大學(xué)中外人才培養(yǎng)實(shí)驗(yàn)班學(xué)生開(kāi)設(shè)的大學(xué)英語(yǔ)系列改革課程之一。通過(guò)課程的任務(wù)型學(xué)習(xí)，學(xué)生將操練參與學(xué)術(shù)活動(dòng)所需的英語(yǔ)各類技能，最終達(dá)到培養(yǎng)學(xué)生在今后國(guó)際學(xué)術(shù)交流中能用英語(yǔ)有效地進(jìn)行交際，以適應(yīng)我國(guó)社會(huì)發(fā)展和國(guó)際交流的需要。課程注重將中西方文化結(jié)合起來(lái)，在教學(xué)中加強(qiáng)愛(ài)國(guó)主義教育，增加學(xué)生文化自信，強(qiáng)調(diào)培養(yǎng)學(xué)生在不同語(yǔ)境中用地道英語(yǔ)準(zhǔn)確、恰當(dāng)、表達(dá)自己觀點(diǎn)的能力，使之在對(duì)外交流的過(guò)程中能弘揚(yáng)我國(guó)悠久的歷史文化，向全世界介紹中國(guó)，最終促使他們成為向世界介紹中國(guó)、傳播中華文化且具有國(guó)際視野的高端雙語(yǔ)復(fù)合型人才。該課程教學(xué)采取以學(xué)生為中心,教師講授為引導(dǎo)，將口語(yǔ)和聽(tīng)力學(xué)習(xí)結(jié)合在一起；課內(nèi)講授和課后自主學(xué)習(xí)緊密結(jié)合起來(lái)。課堂教學(xué)采用的主要教材為外語(yǔ)教學(xué)與研究出版社引進(jìn)出版的《學(xué)術(shù)英語(yǔ)聽(tīng)力》和《學(xué)術(shù)英語(yǔ)口語(yǔ)》。本課程的教學(xué)評(píng)估包括形成性評(píng)估和終結(jié)性評(píng)估。EnglishforInternationalCommunicationisoneoftheseriesofCollegeEnglishreformcoursesdesignedforthestudentsfromtheexperimentalclassesandprogram.Throughthetask-basedcourse,studentswillpracticeEnglishskillsrequiredinacademicactivities,andeventuallytheycanuseEnglishtocommunicateeffectivelyinthefutureininternationalacademicexchanges.ItistotheneedsofChina'ssocialdevelopmentandinternationalexchanges.Thecourseputsstudentsasthecenter,andcombinesoralandlisteningtraining.Students’self-studyisstrictlyrequired.ThemaincoursebooksusedareAcademicEnglishListeningandAcademicEnglishSpeakingpublishedbyFLTRP.Theevaluationofthiscourseincludesformativeassessmentandsummativeassessment.三、課程性質(zhì)與教學(xué)目的《國(guó)際交流英語(yǔ)》是一門通識(shí)必修課，其主要目的是為我校必須參加雅思考試的中外人才培養(yǎng)實(shí)驗(yàn)班同學(xué)提供系統(tǒng)學(xué)習(xí)學(xué)術(shù)英語(yǔ)語(yǔ)言、培養(yǎng)學(xué)術(shù)交流能力的機(jī)會(huì)，同時(shí)通過(guò)大量聽(tīng)說(shuō)訓(xùn)練提高學(xué)生的學(xué)術(shù)英語(yǔ)素養(yǎng)、學(xué)術(shù)英語(yǔ)聽(tīng)說(shuō)和跨文化交際能力，提升他們的批判性思維能力和跨文化交際意識(shí)。學(xué)生學(xué)完該門課程后，應(yīng)能達(dá)到以下要求：1） 掌握大多數(shù)英文學(xué)術(shù)講座的結(jié)構(gòu)，聽(tīng)講同時(shí)可以做好筆記；2） 掌握英語(yǔ)口語(yǔ)中的多種微觀技巧，如弱讀、連讀等；3）學(xué)生的語(yǔ)篇分析和概括能力顯著提升，語(yǔ)言表達(dá)豐富多樣化；幫助學(xué)生掌握當(dāng)下社會(huì)熱點(diǎn)的英文詞匯與表達(dá)方式，通過(guò)進(jìn)行愛(ài)國(guó)主題討論與演講，培養(yǎng)、增強(qiáng)學(xué)生的民族自信心與愛(ài)國(guó)、報(bào)國(guó)之心。4） 培養(yǎng)批判性思維，提升學(xué)生在跨文化交際中的辯證性思考能力，能夠辯駁是非，據(jù)理力爭(zhēng)，使之在對(duì)外交流的過(guò)程中能更有效地介紹中國(guó)的歷史、文化與發(fā)展，進(jìn)一步幫助學(xué)生樹(shù)立正確價(jià)值觀和加強(qiáng)愛(ài)國(guó)主義教育。5） 學(xué)生基本了解和掌握學(xué)術(shù)英語(yǔ)語(yǔ)言特色，為學(xué)術(shù)交流和跨文化交際等打好基礎(chǔ)。四、教學(xué)內(nèi)容及要求PartIListening第一章Listeningandlectures（一）目的與要求Studentsshouldbeableto:?discussthedifferentsituationsinwhichtheyhavetolisten?identifywhatfactorsinfluencetheirabilitytounderstand?learnaboutfeaturesoflecturesindifferentacademiccultures（二）教學(xué)內(nèi)容主要內(nèi)容Task1ListeningindifferentlanguagesTheaimofthistaskistogetstudentsthinkingaboutthedifferenttypesoflistening,andaboutthenotionthatwevaryourlisteningstrategiesaccordingtowhatwearelisteningto.Discussingroups：Whatistestedineachtasktype?WhatarethemarkingprinciplesofIELTSreading?Task2UnderstandingspokenEnglishTheaimofthistasktoistohighlighttheproblemsoflisteningforstudentswhiletheydiscusspointsandlistentoeachother.Task3ListeningtolecturesTheaimofthistaskistoraiseawarenessofthevarietyoflecturestylesacrosscultures.Thistalkisbasedonatrackingstudy(whereasampleofstudentswerefollowedforaperiodoftime)carriedoutbythespeaker.Itisimportanttodemonstratetostudentsthattheywillhavetoadjusttoasystemwherethelecturedeliverslessofthecoursecontentthantheymaybeusedto;theywillhavetodoalotmorebackgroundreadingaroundthelectures.Studentswillalsohavetorecognizeforthemselveswhattheimportantpointsare.（三）思考與實(shí)踐Checkwhatstudentsunderstandbythetermlectureandthatstudentshaveattendedlectureselsewhere.（四）教學(xué)方法與手段本章教學(xué)主要采用的方法和手段:課堂講授、多媒體教學(xué)、團(tuán)隊(duì)合作、分組討論、課堂討論。第二章Introductionstolectures（一）目的與要求Studentsshouldbeableto:?lookathowalectureintroductioncanhelpthemtounderstandthelecturebetter;?practisemakingnotesonintroductionstolectures;?learnhowtorecognizewordsthatmaybepronounceddifferentlyfromthewaytheyexpectthemtobe.（二）教學(xué)內(nèi)容主要內(nèi)容Task1ThinkingaboutintroductionsTheaimofthistaskissimplytogiveyouanideaofthestudents’levelofawarenessofthecontentandorganizationofacademiclectures.1.1Ifstudentshavealreadyattendedlectures,youmayliketobeginbyaskingthemtorecallwhatthelecturer(s)didinlectureintroductions.Youmayalsoliketogetstudentstothinkaboutintroductionsinessaysandpresentations,andtodiscusswhatthesehaveincommonandwhatmaybedifferent.ElicittheirownideasandsummarizethemontheboardforlatercomparisonwiththelistinTask2.1.2Studentsshouldbeawarethat:somelecturersusevisuals,PowerPointslidesorhandoutstogiveanoverviewoftheirlecturesomespeakersstructurelecturesverballybygivinganoverviewintheintroduction,and/orbyusing‘transitionlanguage’tomovefromonesectiontoanother1.3Withlower-levelgroups,youmayneedtoguidestudentstotheanswersthroughyes/noconcept-checkquestionssuchas:DidStudent1thinkthelecturewasaboutmigrationtotheUK?WasthemigrationfromtheUSA?,etc.Task2FunctionsandlanguageoflectureintroductionsTheaimofthistaskistohighlightthefunctionsoflectureintroductionsandthelanguageusedtoexpressthem.Note:Tosavetime,youcouldsettheseactivitiesforhomeworkTask3ListeningtolectureintroductionsTheaimofthistaskistoputTask2intocontextusinglectureexamples.Task4Microskills:WordstressThistaskfocusesonwordstressandtheeffectithasonthepronunciationofunstressedsyllablesinwords.Studentsmayhavedifficultyunderstandingwordsbeginningwithanunstressedsyllable,becausetheyexpecttohearadifferentvowelsound.Forexample,inthefirstsyllablesofconsumeandassisttheymayexpecttoheartwodifferentvowelsounds,andmaynotexpecttohear/′/.Inwordsbeginningwithanunstressedsyllable,thevowelsoundmaybe/′/or/I/.3.問(wèn)題與應(yīng)用（能力要求）Practiselectureintroductionsandwordstress.（三）思考與實(shí)踐Extensionactivity:Studentslabelthepartsofspeechfortheanswers.Exercises4.4,4.5,4.7and4.8couldbevariedbystudentsreadingthetranscripttoeachotherinpairs.（四）教學(xué)方法與手段本章教學(xué)主要采用的方法和手段:課堂講授、多媒體教學(xué)、團(tuán)隊(duì)合作、分組討論、課堂討論。第三章Identifyingkeyideasinlectures（一）目的與要求Inthisunitstudentswill:?practiseidentifyingthekeypointsalecturerwantstomake?distinguishkeypointsfromexamples?usetheirunderstandingofexamplestodeducekeypoints?developtheirunderstandingofrelationshipsbetweenideas?learnpatternsofpronunciationandwordstressinwordfamilies（二）教學(xué)內(nèi)容1.主要內(nèi)容Task1ThinkingaboutkeyideasTheaimofthistaskistogenerateideasonthesubjectoftheunit.Bythisstage,studentsshouldhavefewproblemscomingupwithanswerstothesequestions.However,withweakergroups,youmaywanttoprovidesuggestionsforthemtoagree/disagreewith.Task2IdentifyingkeypointsinalectureTheaimofTasks2–4isthatstudentsshoulddeveloptheirabilitytoselectkeypointsfromalecture.InTasks2,3and4studentslistentoalectureonfranchising.Thelectureisdividedintothreeparts,andeachpartisdividedintotwoorthreesections.Afterstudentshavelistenedtoeachpart,theylistenagaintothepartdividedintosections.Task3DistinguishingkeypointsfromexamplesTheaimofTask3isthatstudentsshouldrecognizethedifferencebetweenkeypointsandexamples.Dothisexerciseinpairsorasawholeclassandelicittheideasfromstudentstoputontheboard.Itcanbeinferredherethatthelecturermaygoontotalkaboutfactorsyouneedtoconsiderwhenfranchisingyourbusinessand,possibly,advantagesanddisadvantagesoffranchising.Task4SignpostingandhighlightingkeypointsTheaimofthistaskistoshowstudentshowlecturersusesignpostinglanguageandstress/pausestohighlightkeypoints.Task5Microskills:Wordfamilies(1)Thistaskfocusesonwordstresspatternsanddifferencesinpronunciationbetweenwordsinwordfamilies.Studentsmayfailtorecognizeawordbecausethestressmaybeonadifferentsyllablefromanotherwordinthesamewordfamilywhichtheyarefamiliarwith.3.問(wèn)題與應(yīng)用（能力要求）Practiseidentifyingthekeypointsalecturerwantstoandunderstandingrelationshipsbetweenideas.（三）思考與實(shí)踐ExtensionactivityWithhigher-levelstudentsyoumightwanttoincludeasummarywritingactivityasawayofconsolidatingthelecture.（四）教學(xué)方法與手段本章教學(xué)主要采用的方法和手段:課堂講授、多媒體教學(xué)、團(tuán)隊(duì)合作、分組討論、課堂討論。第四章Note-taking:Part1（一）目的與要求Inthisunitstudentswill:?discussthereasonsfortakingnotesinalecture?learntheprinciplesofeffectivenote-taking?practisetakingnotesfromlectures（二）教學(xué)內(nèi)容1.主要內(nèi)容Task1ReasonsfortakingnotesThefocusofthistaskistoorientstudentstothetopicandfortheteachertofindouthowfamiliarstudentsarewithnote-takingandwhyitisimportant.Youmaywanttoshowstudentssomenotesyouhavetakenasanexample.Task2Principlesofnote-takingTheaimofthistaskistofamiliarizestudentswiththeprinciplesofnote-takingandgivethempracticeinthemechanicsofnote-taking.Thesepre-listeningquestionscouldbediscussedinpairsorasawholeclass.Theexerciseisdesignedtoencouragestudentstoapplytheirbackgroundknowledgetopredictingthecontentofthelecture,sodonotpromptthemtoomuch.Task3Note-takingpracticeTheaimofthistaskistoguidestudentsthroughthenote-takingprocesswithanauthenticlecture.Thescriptforthislisteningexercisecomesfromanauthenticlectureandisfairlydemanding.Thereisacertainamountofunfamiliar(butunimportant)vocabularythatstudentsmaybedistractedby,e.g.,swashbuckling.Studentsshouldbeabletocomeupwithanswerstothepre-listeningquestions,andtherebypredictthecontentofthelisteningtexts.Elicitresponsesfromstudents,butdonottellthemthecorrectanswers.Task4Microskills:SentencestressThistaskfocusesontheapparenteffectofsentencestressin‘compressingsounds’betweenthemainstressedsyllables,leadingtoweakforms,linking,elisionandassimilation.Task5Microskills:Wordfamilies(1)Thistaskfocusesonwordstresspatternsanddifferencesinpronunciationbetweenwordsinwordfamilies.Studentsmayfailtorecognizeawordbecausethestressmaybeonadifferentsyllablefromanotherwordinthesamewordfamilywhichtheyarefamiliarwith.3.問(wèn)題與應(yīng)用（能力要求）Practisenote-takingwhilelistening.（三）思考與實(shí)踐Extensionactivity：Checkthatstudentsrealizethatthefunctionwordsaregenerallyunstressed.（四）教學(xué)方法與手段本章教學(xué)主要采用的方法和手段:課堂講授、多媒體教學(xué)、團(tuán)隊(duì)合作、分組討論、課堂討論。第五章Note-taking:Part2（一）目的與要求Inthisunitstudentswill:?consolidatesandextendsworkdoneonnote-takinginthepreviousunit.?useabbreviationsandsymbolsintakingnotes,andtherelativemeritsoflinearand‘mind-map’formatsfornotes.?takesamoredetailedlookatthelinkingofwordsinnaturalspeechandtheproblemsthispresentsforlisteners.（二）教學(xué)內(nèi)容1.主要內(nèi)容Task1ReturningtoyournotesTheaimofthistaskistoshowstudentshowtheycanexpandtheirnotesbackouttofullsentences.1.1Youneedtoprovidestudentswithacopyofnotesthathavebeenmadefromalectureorlectureextractthatstudentshavelistenedtorecently.Youcaneitherusethenotesbelow(alsoavailableonpage54asaphotocopiablehandout)fromthelectureonUKtransportproblemsinthepreviousunit,orifyouprefer,usenotestakenfromanotherlecturethestudentshavelistenedto.Ifyouoptforthelatter,pleaseensurethatyouhaveusedsomeabbreviationsandsymbolsinyournotes.Youwillprobablyneedtoshowstudentswhatyouexpectofthembyexpandingthefirstfewnotes,e.g.,RoadsintheUKareveryovercrowdedandthishashadanumberofeffects.Firstly,thereareeconomiceffects…ItisalsoworthremindingstudentsofbasicS+V+Osentencestructureandlinkingideastogetherwithcohesivedevices.Task2UsingabbreviationsandsymbolsThistaskfocusesonabbreviationsandsymbolsinnote-takingasawayofsavingtime.IfyouusedthenotesprovidedinTask1,studentsshouldcomeupwiththefollowingabbreviationsandanswers.Youmaywanttodothisexerciseasawholeclassandrecordtheiranswersontheboard.Task3Note-takingpracticeThistaskgivesstudentspracticeusingabbreviationsandsymbolswhenlistening.Task4OrganizingyournotesThistaskfocusesontherelativemeritsoflinearnotesandmindmaps.ItdoesnotdealwithannotatingahandoutorPowerPointoutline,whichyoumaywanttorefertoatsomepoint.Elicitfromstudentswhattypeofnotestheynormallyuse:linearormindmaps.Iftheyarenotfamiliarwiththelatter,demonstratewithadiagramontheboardwhichrefersbacktoalecturetheyhaveheardduringthecoursesofar.Askstudentstoreadthedescriptionsofthelecturesanddiscussinpairswhethermindmapsorlinearnoteswouldbemoresuitableineachcase.Haveaquickplenaryfeedbacksession.Encouragestudentstogivereasonsfortheirchoices.Therearenorightorwronganswershere,althoughlinearnotesmightseemmoreappropriatefor3.Task5Microskills:WordboundariesThistaskfocusesonlinkingbetweenwordsandtheproblemsthiscreatesinidentifyingwordboundariesandrecognizingwords.3.問(wèn)題與應(yīng)用（能力要求）Practisenote-taking.（三）思考與實(shí)踐Extensionactivity：Studentscouldreadthetexttoeachothertryingtolinkasmanywordstogetheraspossible.（四）教學(xué)方法與手段本章教學(xué)主要采用的方法和手段:課堂講授、多媒體教學(xué)、團(tuán)隊(duì)合作、分組討論、課堂討論。第六章Introducingnewterminology（一）目的與要求Inthisunitstudentswill:?listentodifferentlecturesintroducingnewtermsorconcepts?meetdifferenttechniquesforintroducingnewconcepts?practiserecognizingunstressedfunctionwordswhichmaybedifficulttohear（二）教學(xué)內(nèi)容1.主要內(nèi)容Task1IntroducingnewterminologyTheaimofthistaskistointroducestudentstothewaysinwhichlecturersuseterminology.Refertorecentlecturesinthelecturecycle.Askthestudentstothinkofanytechnicaltermsthelecturershaveintroducedandaskhowthelecturersexplainedthese.ThenreferstudentstothelistintheCourseBookandaskthemifthelecturersusedanyofthesetechniques,orothertechniques.Thelistisnotintendedasanexhaustiveone,andyouandthestudentsmayliketoaddtoitasyoulistentodifferentlecturesinthecourse.Ifstudentsstruggletoremembertechnicaltermsortechniques,youcouldselectwordsandtechniquesandmakeamatchingactivity.Task2EmbeddedwordsTheaimofthistaskistogivestudentsexperienceoflisteningtoalecturewhichincludestechnicalterminology.Task3Introducingtermsandconcepts(1)Theaimofthistaskistoshowstudentshowlecturersintroducetermsandconcepts.Task4Introducingtermsandconcepts(2)Theaimofthistaskistoshowstudentsthetechniqueslecturersusetodefineterminology.Note:Thetermmonopolyreferstoamarketinwhichonecompanyhascompletecontrolbecauseitistheonlysupplierofaproduct.Adominantcompanyisonewhichhasaverylargeshareofamarket;othercompaniesoperateinthemarket,buthaveamuchsmallermarketshare.Thelecturersuggeststhatrealmonopoliesareveryrare,butdominanceofcompaniesisverycommon.Task5Microskills:WeakformsoffunctionwordsThistaskfocusesonrecognizingtheweakformsoffunctionwordssuchasarticles,auxiliariesandprepositions.3.問(wèn)題與應(yīng)用（能力要求）Practiseintroducingtermsandconcepts.（三）思考與實(shí)踐Extensionactivity：Havestudentschooseatechnicaltermanddevisethesameactivityforanotherstudent.Thiscouldbeturnedintoaclassquizorteamgame.(四）教學(xué)方法與手段本章教學(xué)主要采用的方法和手段:課堂講授、多媒體教學(xué)、團(tuán)隊(duì)合作、分組討論、課堂討論。第七章Whatlecturersdoinlectures（一）目的與要求Inthisunitstudentswill:?thinkabouthowlecturersorganizeinformationintheirlectures?discussotherwaysoforganizinginformation?practisenote-taking?learnhowwordstressandpronunciationvarywithinwordfamilies（二）教學(xué)內(nèi)容1.主要內(nèi)容Task1MacrostructureoflecturesThistaskfocusesonraisingstudents’awarenessofthedifferenttypesoforganizationoflectures.BeforereferringtotheCourseBook,elicitfromthestudentsthekindofdiscoursestructurestheyhavecomeacrossintheirwritingclasses,e.g.,SPSIE=situation–problems–solutions–implicationsofsolutions–evaluationofsolution.Pointoutthatinlectures,asinmanywrittentexts,differentpartsofthelecturemayhavedifferentstructures.Forexample,thefirstpartofalecturemightbeSPSIE,butthenextpartmightbecontrastingdifferenttheories,ortracingthehistoryofasubjectoroutliningtheadvantagesordisadvantagesofdifferentmethods,etc.Task2Lecturestructure(1):DoingmarketresearchTheaimofthistaskistogivestudentstheexperienceoflisteningtoalecturedeliveredusingstructure1.ThisextractwastakenfromalectureentitledQuestionnairedesignandattitudemanagement.Thelecturerlooksatdifferentwaysofcollectingdataformarketresearch,i.e.,gettingpeople’sopinionsaboutproducts,orinformationabouttheirhabits,e.g.,theirshoppinghabits.Inthisextract,thelecturertalksaboutfourdifferentmethodsofcollectingdataandtheadvantagesordisadvantagesofthosemethods.Task3Lecturestructure(2):SociallearningTheaimofthistaskistogivestudentstheexperienceoflisteningtoalecturedeliveredusingstructure2.Task4Lecturestructure(3):ContestablemarketsTheaimofthistaskistogivestudentstheexperienceoflisteningtoalecturedeliveredusingstructure3.TheoriginallecturewasgivenintheEconomicsDepartmentattheUniversityofReading,withthelecturertalkingaboutdifferenttypesofmarkets.ItisfromthesamelecturethatwasusedinUnit6.Whenthelecturerdiscussedmonopoliesanddominance.Note:Thetheoryofcontestablemarketssuggeststhattheyareself-regulating,becauseothercompaniescaneasilymoveintothemarket.Theresultshouldbethatthecompaniesalreadyinthemarkethavetoremaincompetitiveandkeeppricesdownbecausetheymightlosepartoftheirmarketsharetoanewsupplier.Task5Microskills:Wordfamilies(2)ThistaskconsolidatesandextendstheworkdoneinUnit3onwordfamilies.3.問(wèn)題與應(yīng)用（能力要求）PractisedeliveringlecturesinStructure1and2.（三）思考與實(shí)踐ExtensionactivityForhigher-levelgroups,youcouldaskstudentstoreformulatethesentences–swappingthesynonymsaround.Thiswouldenablethemtoseehowthesentencestructurewouldchange.(四）教學(xué)方法與手段本章教學(xué)主要采用的方法和手段:課堂講授、多媒體教學(xué)、團(tuán)隊(duì)合作、分組討論、課堂討論。第八章Digressions（一）目的與要求Inthisunitstudentswill:?lookatexamplesofdigressionsinlectures?examinehowlecturerssometimesmarkthedigressions?practisefollowingthelecturer’smainpoints?practisenote-taking?learnanumberofexpressionscommonlyusedinlectures（二）教學(xué)內(nèi)容1.主要內(nèi)容Task1ReasonsfordigressionsThistaskintroducesstudentstoreasonswhylecturersmakedigressionsinlectures.Introducethetermdigressionandthentrytoelicitfromstudentswhylecturersmightdigressandwhatproblemssuchdigressionsmaycausethem.ThenhavethemcheckthelistofreasonsandproblemsintheCourseBook.Havethestudentsdiscusstheirownexperiencesinpairsorgroups.Studentsmay(ormaynot)beabletorememberexamplesfromrecentlecturesinthelecturecycle.Ifnot,referthemtospecificpreviouslecturesusingthetranscript.Task2IdentifyingdigressionsTheaimofthistaskistoshowstudentshowlecturersuselanguage,intonationandpausestohighlightdigressions.Task3Practice:Questionnairedesign(1)Theaimofthistaskistogivestudentspracticeinidentifyingdigression.Thisisanextractfromalecturestudentshaveheardbefore.Theywillhavelistenedtothefinaltwoparagraphsofthesecondextractbefore,butthisshouldnotmakeadifferencetotheirabilitytodothetaskshere,whichhaveaverydifferentfocus.Task4Practice:Questionnairedesign(2)Theaimofthistaskistogivestudentsfurtherpracticerecognizingandunderstandingthereasonsfordigressionswithinlectures.Task5Practice:IntegratedruraldevelopmentNote:Beforestudentsdothisexercise,elicitfromthemwhattheyunderstandbyintegratedruraldevelopmentandwhichpartsoftheworldtheythinkitismostrelevantto.Asanalternativetodiscussingthelistedpoints,youcanaskstudentstolistthemaccordingtothepotentialcontributiontoruraldevelopment,orselectthethreewhichtheythinkwouldhavemostimpact.Task6Microskills:CommonexpressionsinlecturesThistaskfocusesonraisingstudents’awarenessofexpressionswhicharecommoninlectures.Eachtaskinthissectionstartswithanote-completionexercise,beforefocusingonanumberofexpressionswhichcommonlyoccurintheBASEcorpusoflecturesandwhichmightcausestudentscomprehensionproblems.Foreachlisteningactivity,studentsshouldcompletethegappedtextanddiscussthemeaningofthephrasesinpairsorgroups.Dependingonthebackground/worldknowledgeofyourstudents,youmayneedtoexplainsomeoftheconceptsdiscussedinthelectureextractsbeforedoingtheactivities.3.問(wèn)題與應(yīng)用（能力要求）Teamwork:DesignaQuestionnaire.（三）思考與實(shí)踐Extensionactivity：Doexercise6.5onpage80.(四）教學(xué)方法與手段本章教學(xué)主要采用的方法和手段:課堂講授、多媒體教學(xué)、團(tuán)隊(duì)合作、分組討論、課堂討論。PartIISpeaking第一章Communicatinginacademicsituation:Beingasuccessfulstudent（一）目的與要求Inthisunitstudentswill:?reflectontheirexperienceofspeakinginanacademiccontext?analyzetheirstrengthsandweaknessesinspeaking?identifyandpractiselanguageforagreeinganddisagreeing?consideraspectsofasuccessfulpresentation?giveashortinformalmini-presentation（二）教學(xué)內(nèi)容1.主要內(nèi)容Task1YourexperienceofspeakingEnglishTheaimofthistaskistohelpsetthecontext,asitshowsstudentswhatwillbeexpectedontheirfuturecourses.1.1Studentswillbeanxioustoknowaboutthecourseandwhatisexpectedofthem.ThislisthasbeendrawnuponthebasisofcontactswithdepartmentsattheUniversityofReading,aswellasfromspeakingtopre-sessionalstudentsoncetheyhavebeguntheircourse.Studentscandotheactivityindividuallythencompareingroupsorasamingleactivity,witheachstudentsurveyingtheclassononequestion.Feedbackcanthenbedoneasawholeclasswithstudentsreportingtheirfindings.Inthecaseofamingleactivity,omitExEncouragestudentstodevelopwhattheysay,i.e.,notsimplysayyesorno,buttotalkabouttheirexperienceinmoredetail,aspromptedbythematerials,e.g.,whatkindsoftopicstheypresentedonorthekindsofdiscussionstheyhad.1.3Keepthisexercisebrief;itisawayofconcludingthediscussion.YoumaywanttotellstudentsaboutyourownexperiencesofthesituationsinEnglishoranotherlanguage.Task2YourattitudetospeakingEnglishTheaimofthistaskistoraiseawarenessofstudents’attitudestospeakingEnglish.Task3AgreeinganddisagreeingTheaimofthistaskisthatstudentsshouldheartheUsefullanguagefromTask2incontextanduseitthemselves.Task4StudyskillsforsuccessTheaimofthistaskistointroducestudentstotheimportanceofgoodstudyskills.Task5PrioritizingstudyskillsTheaimofthistaskistodiscussstudyskillsandtheirimportance.Youcoulddothisasamini-pyramiddiscussion.First,studentsprioritizefivepointsinpairs.Theythenjoinwithanotherpairorregroupintothreesandnegotiatefivepointsfromthecombinedlists.Thepointsindividualschoosewilldependontheirownparticularlearningstrategies.Theteachermonitorstoensurethediscussionmovesforward.Remindstudentstousetheagreeinganddisagreeinglanguage.Encouragestudentstodisagreeastherecanbeatendencyforstudentstoagreewitheachother,whichdoesnotproducemuchofadiscussion.Task6Tipsforsuccessfulstudy:aminipresentationTheaimofthistaskistogivestudentstheirfirstpracticeofpresentingtoagroup.Theatmosphereshouldberelaxedandlow-key,asmanystudentswillneverhavegivenapresentationinEnglishbefore.Eachgroupshouldhavefinalizedtheirtopfivestudyskillsaspiecesofadvicefornewstudents.Task7AsuccessfulpresentationThistaskencouragesstudentstothinkaboutthestrengthsandlimitationsofusingvisualsaidsinpresentations.Task8Review:PreparingtousealearnerdiaryTheaimofthistaskistointroducestudentstotheideaofalearnerdiaryanditsuseinlanguagelearning.3.問(wèn)題與應(yīng)用（能力要求）Workingroups:Practiseagreeinganddisagreeing.（三）思考與實(shí)踐Dotheoralexercisesinthisunit.（四）教學(xué)方法與手段本章教學(xué)主要采用的方法和手段:課堂講授、多媒體教學(xué)、團(tuán)隊(duì)合作、分組討論、課堂討論。第二章Seminarsanddiscussions:learningonline（一）目的與要求Inthisunitstudentswill:?identifycharacteristicsofsuccessfulparticipationinseminarsanddiscussions?considerproblematicissuesfromdifferentperspectives?practisesummarizingtheoutcomeofadiscussion?examinetheroleofachairpersoninadiscussion（二）教學(xué)內(nèi)容主要內(nèi)容Task1TheroleofseminarsTheaimofthistaskistogetstudentstothinkingeneralaboutseminarsandhowtheywork.Theroleofseminarsmayvarydependingonwhatsubjectstudentsarestudying.Possibleanswers:1.Todeepenunderstandingoftheirsubjectbyallowingstudentsto:askthetutorquestionsandseekclarification;present,exchangeanddiscussideaswitheachother;respondtolecturesandreading.2.Tutorswantstudentstocomepreparedwithideasand/orquestions.Theyexpectstudentstoparticipate.3.Byreadingandthinkingbeforehandaboutthetopic;bythinkingofquestionstoask.Task2ParticipatingsuccessfullyingroupdiscussionTheaimofthistaskistogetstudentstolookattheirownroleinadiscussionandidentifywhattheyneedtodomoreof.Task3ConsideringdifferentperspectivesonanissueThepurposeofthesequestionsistogetstudentstothinkingeneralabouteducationrelatedtopics.Thisexerciseisdesignedtoencouragestudentstothinkaboutonetopicfromarangeofperspectives,goingbeyondablack-and-whiteviewofthesituation.Someinterestingculturalelementsmightemerge,dependingonhowimportanttheroleoftheschool/teacherisseentobe.Makesurestudentsunderstandtheideaofperspectives.3.2Possibleanswers:Teacher:mightconsiderotherchildrenintheclassandhowtheyarelosingoutbecausehe/shecannotteacheffectivelyParents:mightfeelteacherisnotchallengingchild,orbebiasedaboutchild’sbehavior.Headteacher:mightbeconcernedaboutschoolreputationChildpsychologist:mightconsideritachallenge,andwanttokeepchildinschooltogettotherootoftheproblemTask4ReachingabalancedconclusionTheaimofthistaskistogivestudentspracticedescribingissuesfromotherpeople’sperspectives.Task5SummarizingtheoutcomeofadiscussionTheaimofthistaskistoshowstudentshowtosummarizeadiscussionintermsofcontentandlanguage.Task6ConsideringissuesinhighereducationTheaimofthistaskistogetstudentsthinkingaboutsomebroaderissuesinhighereducation.Thepreviousdiscussionsfocusedonschool-le