《国际交流英语》课程教学大纲Word文档格式.docx

《国际交流英语》课程教学大纲Word文档格式.docx

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2

适用对象:

金融学（中外人才培养实验班）

考核方式：

考试

先修课程：

商务英语听力II、商务英语口语II

二、课程简介

《国际交流英语》是专门针对广东财经大学中外人才培养实验班学生开设的大学英语系列改革课程之一。

通过课程的任务型学习，学生将操练参与学术活动所需的英语各类技能，最终达到培养学生在今后国际学术交流中能用英语有效地进行交际，以适应我国社会发展和国际交流的需要。

课程注重将中西方文化结合起来，在教学中加强爱国主义教育，增加学生文化自信，强调培养学生在不同语境中用地道英语准确、恰当、表达自己观点的能力，使之在对外交流的过程中能弘扬我国悠久的历史文化，向全世界介绍中国，最终促使他们成为向世界介绍中国、传播中华文化且具有国际视野的高端双语复合型人才。

该课程教学采取以学生为中心,教师讲授为引导，将口语和听力学习结合在一起；

课内讲授和课后自主学习紧密结合起来。

课堂教学采用的主要教材为外语教学与研究出版社引进出版的《学术英语听力》和《学术英语口语》。

本课程的教学评估包括形成性评估和终结性评估。

EnglishforInternationalCommunicationisoneoftheseriesofCollegeEnglishreformcoursesdesignedforthestudentsfromtheexperimentalclassesandprogram.Throughthetask-basedcourse,studentswillpracticeEnglishskillsrequiredinacademicactivities,andeventuallytheycanuseEnglishtocommunicateeffectivelyinthefutureininternationalacademicexchanges.ItistotheneedsofChina'

ssocialdevelopmentandinternationalexchanges.

Thecourseputsstudentsasthecenter,andcombinesoralandlisteningtraining.Students’self-studyisstrictlyrequired.ThemaincoursebooksusedareAcademicEnglishListeningandAcademicEnglishSpeakingpublishedbyFLTRP.Theevaluationofthiscourseincludesformativeassessmentandsummativeassessment.

三、课程性质与教学目的

《国际交流英语》是一门通识必修课，其主要目的是为我校必须参加雅思考试的中外人才培养实验班同学提供系统学习学术英语语言、培养学术交流能力的机会，同时通过大量听说训练提高学生的学术英语素养、学术英语听说和跨文化交际能力，提升他们的批判性思维能力和跨文化交际意识。

学生学完该门课程后，应能达到以下要求：

1）掌握大多数英文学术讲座的结构，听讲同时可以做好笔记；

2）掌握英语口语中的多种微观技巧，如弱读、连读等；

3）学生的语篇分析和概括能力显著提升，语言表达丰富多样化；

帮助学生掌握当下社会热点的英文词汇与表达方式，通过进行爱国主题讨论与演讲，培养、增强学生的民族自信心与爱国、报国之心。

4）培养批判性思维，提升学生在跨文化交际中的辩证性思考能力，能够辩驳是非，据理力争，使之在对外交流的过程中能更有效地介绍中国的历史、文化与发展，进一步帮助学生树立正确价值观和加强爱国主义教育。

5）学生基本了解和掌握学术英语语言特色，为学术交流和跨文化交际等打好基础。

四、教学内容及要求

PartIListening

第一章Listeningandlectures

（一）目的与要求

Studentsshouldbeableto:

•discussthedifferentsituationsinwhichtheyhavetolisten

•identifywhatfactorsinfluencetheirabilitytounderstand

•learnaboutfeaturesoflecturesindifferentacademiccultures

（二）教学内容

1．主要内容

Task1Listeningindifferentlanguages

Theaimofthistaskistogetstudentsthinkingaboutthedifferenttypesoflistening,andaboutthenotionthatwevaryourlisteningstrategiesaccordingtowhatwearelisteningto.

Discussingroups：

Whatistestedineachtasktype?

WhatarethemarkingprinciplesofIELTSreading?

Task2UnderstandingspokenEnglish

Theaimofthistasktoistohighlighttheproblemsoflisteningforstudentswhiletheydiscusspointsandlistentoeachother.

Task3Listeningtolectures

Theaimofthistaskistoraiseawarenessofthevarietyoflecturestylesacrosscultures.Thistalkisbasedonatrackingstudy（whereasampleofstudentswerefollowedforaperiodoftime）carriedoutbythespeaker.Itisimportanttodemonstratetostudentsthattheywillhavetoadjusttoasystemwherethelecturedeliverslessofthecoursecontentthantheymaybeusedto;

theywillhavetodoalotmorebackgroundreadingaroundthelectures.Studentswillalsohavetorecognizeforthemselveswhattheimportantpointsare.

（三）思考与实践

Checkwhatstudentsunderstandbythetermlectureandthatstudentshaveattendedlectureselsewhere.

（四）教学方法与手段

本章教学主要采用的方法和手段:

课堂讲授、多媒体教学、团队合作、分组讨论、课堂讨论。

第二章Introductionstolectures

•lookathowalectureintroductioncanhelpthemtounderstandthelecturebetter;

•practisemakingnotesonintroductionstolectures;

•learnhowtorecognizewordsthatmaybepronounceddifferentlyfromthewaytheyexpectthemtobe.

Task1Thinkingaboutintroductions

Theaimofthistaskissimplytogiveyouanideaofthestudents’levelofawarenessofthecontentandorganizationofacademiclectures.

1.1Ifstudentshavealreadyattendedlectures,youmayliketobeginbyaskingthemtorecallwhatthelecturer（s）didinlectureintroductions.

Youmayalsoliketogetstudentstothinkaboutintroductionsinessaysandpresentations,andtodiscusswhatthesehaveincommonandwhatmaybedifferent.ElicittheirownideasandsummarizethemontheboardforlatercomparisonwiththelistinTask2.

1.2Studentsshouldbeawarethat:

●somelecturersusevisuals,PowerPointslidesorhandoutstogiveanoverviewoftheirlecture

●somespeakersstructurelecturesverballybygivinganoverviewintheintroduction,and/orbyusing‘transitionlanguage’tomovefromonesectiontoanother

1.3Withlower-levelgroups,youmayneedtoguidestudentstotheanswersthroughyes/noconcept-checkquestionssuchas:

DidStudent1thinkthelecturewasaboutmigrationtotheUK?

WasthemigrationfromtheUSA?

etc.

Task2Functionsandlanguageoflectureintroductions

Theaimofthistaskistohighlightthefunctionsoflectureintroductionsandthelanguageusedtoexpressthem.

Note:

Tosavetime,youcouldsettheseactivitiesforhomework

Task3Listeningtolectureintroductions

TheaimofthistaskistoputTask2intocontextusinglectureexamples.

Task4Microskills:

Wordstress

Thistaskfocusesonwordstressandtheeffectithasonthepronunciationofunstressedsyllablesinwords.Studentsmayhavedifficultyunderstandingwordsbeginningwithanunstressedsyllable,becausetheyexpecttohearadifferentvowelsound.Forexample,inthefirstsyllablesofconsumeandassisttheymayexpecttoheartwodifferentvowelsounds,andmaynotexpecttohear/′/.Inwordsbeginningwithanunstressedsyllable,thevowelsoundmaybe/′/or/I/.

3.问题与应用（能力要求）

Practiselectureintroductionsandwordstress.

Extensionactivity:

Studentslabelthepartsofspeechfortheanswers.

Exercises4.4,4.5,4.7and4.8couldbevariedbystudentsreadingthetranscripttoeachotherinpairs.

第三章Identifyingkeyideasinlectures

Inthisunitstudentswill:

•practiseidentifyingthekeypointsalecturerwantstomake

•distinguishkeypointsfromexamples

•usetheirunderstandingofexamplestodeducekeypoints

•developtheirunderstandingofrelationshipsbetweenideas

•learnpatternsofpronunciationandwordstressinwordfamilies

1.主要内容

Task1Thinkingaboutkeyideas

Theaimofthistaskistogenerateideasonthesubjectoftheunit.Bythisstage,studentsshouldhavefewproblemscomingupwithanswerstothesequestions.However,withweakergroups,youmaywanttoprovidesuggestionsforthemtoagree/disagreewith.

Task2Identifyingkeypointsinalecture

TheaimofTasks2–4isthatstudentsshoulddeveloptheirabilitytoselectkeypointsfromalecture.InTasks2,3and4studentslistentoalectureonfranchising.Thelectureisdividedintothreeparts,andeachpartisdividedintotwoorthreesections.Afterstudentshavelistenedtoeachpart,theylistenagaintothepartdividedintosections.

Task3Distinguishingkeypointsfromexamples

TheaimofTask3isthatstudentsshouldrecognizethedifferencebetweenkeypointsandexamples.

Dothisexerciseinpairsorasawholeclassandelicittheideasfromstudentstoputontheboard.Itcanbeinferredherethatthelecturermaygoontotalkaboutfactorsyouneedtoconsiderwhenfranchisingyourbusinessand,possibly,advantagesanddisadvantagesoffranchising.

Task4Signpostingandhighlightingkeypoints

Theaimofthistaskistoshowstudentshowlecturersusesignpostinglanguageandstress/pausestohighlightkeypoints.

Task5Microskills:

Wordfamilies

（1）

Thistaskfocusesonwordstresspatternsanddifferencesinpronunciationbetweenwordsinwordfamilies.Studentsmayfailtorecognizeawordbecausethestressmaybeonadifferentsyllablefromanotherwordinthesamewordfamilywhichtheyarefamiliarwith.

Practiseidentifyingthekeypointsalecturerwantstoandunderstandingrelationshipsbetweenideas.

Extensionactivity

Withhigher-levelstudentsyoumightwanttoincludeasummarywritingactivityasawayofconsolidatingthelecture.

第四章Note-taking:

Part1

•discussthereasonsfortakingnotesinalecture

•learntheprinciplesofeffectivenote-taking

•practisetakingnotesfromlectures

Task1Reasonsfortakingnotes

Thefocusofthistaskistoorientstudentstothetopicandfortheteachertofindouthowfamiliarstudentsarewithnote-takingandwhyitisimportant.Youmaywanttoshowstudentssomenotesyouhavetakenasanexample.

Task2Principlesofnote-taking

Theaimofthistaskistofamiliarizestudentswiththeprinciplesofnote-takingandgivethempracticeinthemechanicsofnote-taking.

Thesepre-listeningquestionscouldbediscussedinpairsorasawholeclass.Theexerciseisdesignedtoencouragestudentstoapplytheirbackgroundknowledgetopredictingthecontentofthelecture,sodonotpromptthemtoomuch.

Task3Note-takingpractice

Theaimofthistaskistoguidestudentsthroughthenote-takingprocesswithanauthenticlecture.

Thescriptforthislisteningexercisecomesfromanauthenticlectureandisfairlydemanding.Thereisacertainamountofunfamiliar（butunimportant）vocabularythatstudentsmaybedistractedby,e.g.,swashbuckling.

Studentsshouldbeabletocomeupwithanswerstothepre-listeningquestions,andtherebypredictthecontentofthelisteningtexts.Elicitresponsesfromstudents,butdonottellthemthecorrectanswers.

Sentencestress

Thistaskfocusesontheapparenteffectofsentencestressin‘compressingsounds’betweenthemainstressedsyllables,leadingto