《大学英语II》-课程教学大纲

《大学英语n》课程教学大纲

一'课程基本信息

课程代码：16237904

课程名称：大学英语n

英文名称：CollegeEnglishII

课程类别：公共课

学时：60

学分：4

适用对象：非英语专业一年级本科生

考核方式：考试

先修课程：高中英语课程、大学英语I

二、课程简介

大学英语II是为广东财经大学非英语专业的一年级本科生开设的一门必修语言

技能基础课程，是广东财经大学非英语专业教学计划的一个有机组成部分，是一门提

高学生综合人文素养的重要课程。

大学英语II的课堂教学包括主要基于课堂教学的读写译综合课程和主要基于多

媒体的视听说课程，前者每周两个学时，后者每两周两个学时。

大学英语n的教学内容是使学生通过综合课程学习掌握相应的语言和语用知识，

包括词汇（词汇量达到3500个词），句法结构和篇章结构，使其能基本读懂一般性

题材的英文文章且阅读速度达到每分钟50-60个单词、能借助词典对题材熟悉的文章

进行英汉互译并提高写作水平；通过听说课程，使学生学会抓住听力材料的要点和有

关细节，领会文章的观点和态度，培养听写能力及设定话题的英语口头表达能力。总

之，大学英语n是培养学生听、说、读、写、译基本技能及综合运用英语进行信息交

流的能力，使其在今后的工作和社会交往中能用英语有效地进行口头和书面交流，同

时增强其自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要。

此外，在教学过程中融入思想政治教育，引导学生批判地学习西方文化，增强学生的民族文化认

同感和自信心，不仅学会用英语看世界，更学会用英语讲好中国故事。

大学英语II的教学评估包括形成性评估和终结性评估。

CollegeEnglishIIisanobligatorybasiclanguageskillcoursefornon-Englishmajor

freshmen.Itisanorganicpartofnon-EnglishmajorteachingplaninGuangdongUniversity

ofFinanceandEconomicsandanimportantcoursedesignedtoimprovethecomprehensive

qualitiesofstudents.

TheclassroomteachingofCollegeEnglishIIincludesmultimedia-basedListening

andSpeakingcourseandclassroom-basedintegratedcourseofreading,writingand

translating.Theformeroccupies2periodspertwoweeks,whilethelatter6periodspertwo

weeks.

Throughintegratedcourses,CollegeEnglishIIaimstodevelopstudents9abilitiesto

mastercorrespondinglanguageandpragmaticknowledge,includingvocabulary(about

3500words),syntacticstructureanddiscoursestructure;tounderstandEnglisharticleson

generaltopicsatareadingspeedof50-60wordsperminuteandtotranslateessayson

familiartopicsfromEnglishintoChineseandviceversawiththehelpofdictionariesand

enhancetheirwritingabilities.Throughspeakingandlisteningcourses,studentsshouldbe

abletograspthekeypointsandcorrelateddetailsinlisteningmaterialandcomprehendthe

opinionsandattitudesinthearticles,andtoexpresstheiropinionsonagiventhemeinoral

English.Inaword,CollegeEnglishIIaimstodevelopstudents9abilitytouseEnglishinan

all-roundwaysothatintheirfutureworkandsocialinteractionstheywillbeableto

exchangeinformationeffectivelythroughbothspokenandwrittenchannels,andatthe

sametimetheywillbeabletoenhancetheirabilitytostudyindependentlyandimprove

theirculturalqualitysoastomeettheneedsofChina'ssocialdevelopmentand

internationalchanges,throughwhichthestudentscanunderstandtheworldin

EnglishandtellChinesestoriesinEnglishaswell.

TheevaluationofCollegeEnglishIIconsistsofformativeassessmentandsummative

assessment.

三、课程性质与教学目的

大学英语II是广东财经大学本科学生课程设置的有机组成部分，是广东财经大学

非英语专业本科生一门必修的公共基础课。它是以英语语言知识与应用技能、学习策

略和跨文化交际为主要内容，以外语教学理论为指导并集多种教学模式和教学手段为

一体的教学体系。

大学英语n教学的实质是通过大量的主要是以听力、阅读形式为主的语料素材的

输入，使学生学习掌握相应的语言知识，如词汇的语音、语义、词法、句子和句法等

等，以及这些知识在准真实语境中是如何使用的有关语用知识，如文化背景知识、语

境等等，从而培养起学生听、说、读、写、译综合运用英语进行信息交流的能力(即

达到教学大纲的要求)。并在此过程中培养学生良好的学习习惯，帮助学生寻求合理

的学习策略，掌握正确的学习方法，增强学生自主学习能力和合作精神，使他们毕业

后能在工作和社会交往中用英语有效地进行口头和书面的信息交流。同时，培养学生

良好的跨文化意识和世界意识，具备良好的文化包容性和批判性,增强民族文化自信，

教育学生爱党爱国，热爱中国文化。

通过大学英语n的学习，学生应达到如下具体目标：能听懂英语授课，并能听懂

题材熟悉、句子结构比较简单、基本无生词、语速适中的短对话、谈话、报道或讲座；

掌握大意，抓住要点和有关细节，领会讲话这的观点和态度。能运用基本的听力技巧

帮助理解。能就教材内容和适当的听力材料进行问答和复述，并能就某一主图进行讨

论；能用英语进行一般的日常对话，能就所熟悉的话题经准备后做简短发言，表达思

想较清楚，语音语调基本准确。能在交谈中使用基本的会话策略。能够顺利阅读语言

难度中等的一般性题材的英语文章，掌握文章中心大意及说明大意的事实和细节，领

会作者的观点和态度，阅读速度达到每分钟50-60词；在快速阅读、篇幅较长、难度

略低的材料时，阅读速度达到每分钟80-90词。能在阅读中使用有效的阅读方法。能

对相应难度的阅读或书面材料做笔记、概要和写纲要，能写短信或便条，能恰当地运

用写作技能就一定话题或提纲在30分钟内写出100-120词的短文，表达清楚，语句连

贯，无重大语言错误。能借助词典将内容熟悉的文章进行英汉互译，译文达意，无重

大语言错误，能在翻译时使用适当的翻译技巧。

四'教学内容及要求

《综合教程II》

Unit1WaysofLearning

(一)目的与要求

Studentsareexpectedto:

1.graspthemainidea(thatitwouldbeidealifwecanstrikeabalance

betweentheChineseandtheWesternlearningstyles)andstructureofthe

text(introductionofthetopicbyananecdote一elaborationby

comparisonandcontrast-conclusionbyasuggestion);

2.appreciatethedifferencebetweencomparisonandcontrast,aswellas

differentwaystocompareandcontrast(pointbypointmethodor

one-side-at-a-timemethod);

3.masterthekeylanguagepointsandgrammaticalstructuresinthetext;

4.conductaseriesofreading,listening,speakingandwritingactivities

relatedtothethemeoftheunit;

5.understandtheculturalbackgroundrelatedtothecontent,obtainan

objectiveviewoftheWestandChina'seducationalsystemand

cultivatenationalculturalconfidence.

(二)教学内容

1.主要内容

1)Warming-up:discussingwaysandcharacteristicsoflearning;

2)Introductionoftheculturalbackground,theauthorandsoon.

3)Textlearning:textstructure,mainidea,importantdetails,difficult

wordsandsentences;

4)Readingskills:skimmingandscanningforthetopicsentences;

5)Writingskills:howtodevelopaparagraphbasedonatopicsentence；

howtosupportyourstandpointbycomparisonandcontrast.

2.基本概念和知识点

1)Topicsentence/theme;

2)Skimmingandscanning;

3)Illustrationandargumentation.

4)Words&Expressions:accomplish,continual,contrast,exaggerate,

promote,induecourse,inretrospect,notintheleast,onoccasion,throw

lighton,etc.

5)Difficultsentences:

A.Becauseofhistenderageandincompleteunderstandingofthe

needtopositionthekeyjustso,hewouldusuallyfail.

B.Heprobablygotasmuchpleasureoutofthesoundsthekeymade

ashedidthosefewtimeswhenthekeyactuallyfounditsway

intotheslot.

C.Suchself-relianceisaprincipalvalueofchildrearingin

middle-classAmerica.

6)ComparisonandContrast

A.Themaincontentsofwaysofcomparisonandcontrast:Oneside

atatime;Pointbypoint.

B.Comparisonbringsoutthesimilaritiesbetweentwoormore

thingsofthesamekind;Contrastconcentratesonthedifferences

betweenthem.

C.Applications

a.Differentwaystolearntoaccomplishataskbetween

ChineseandWesternersbycomparisonandcontrast;

b.Howtodescribedifferentattitudestocreativityandskills

betweenChineseandWesternersbycomparisonand

contrast;

c.Practicalwriting:writeanessayonthetopicofdifferentlife

betweencollegeandhighschool.

3.问题与应用(能力要求)’

1)Reading：howtoidentifythethemeandtopicsentencesbyskimming

andscanning;

2)Writing：howtodevelopaparagraphbasedonatopicsentence；how

tosupportyourstandpointbycomparisonandcontrast;

3)Speaking：howtodescribedifferentapproachestolearninginChina

andtheWest.

(三)思考与实践

Asanuniversitystudent,howareyougoingtoadoptanideallearningmethod

bymakingfulluseoftheresourceonandoffcampus?

(四)教学方法与手段

Multiplemediateaching,communicative,interactiveandPBLapproachin

classroom,roleplay,teamwork,discussionandvideorecordthejobinterview.

Unit2Values

(一)目的与要求

Studentsareexpectedto:to:

1.graspthemainidea(onecanlivealifefullofricheswithoutbeingrich

financially)andstructureofthetext;

2.appreciatethewording("riches")inthetitleofthetext;

3.masterthekeylanguagepointsandgrammaticalstructuresinthetextand

learnhowtousethemincontext;

4.understandtheculturalbackgroundrelatedtothecontent;

5.expressthemselvesmorefreelyonthethemeofValuesafterdoinga

seriesoftheme-relatedreading,listening,speakingandwriting

activities;

6.writeanessaybeginningwithananecdoteorapieceofnewsabout

Chinesegovernmentandpeople'sfightingagainstCOVID-19;

7.understandbetterthecoresocialistvalues:prosperity,democracy,

civility,harmony,freedom,equality,justice,theruleoflaw,

patriotism,dedication,integrity,friendship.

(二)教学内容

1.主要内容

1)Warming-up:discussingwherehappinesscomesfrom;

2)Introductionoftheculturalbackground,theauthor,andsoon;

3)Textlearning:textstructure,mainidea,importantdetails,difficult

wordsandsentences;

4)Readingskills:skimmingandscanningforthetopicsentences;

5)Writingskills:waystointroduceatheme；

2.基本概念和知识点“

1)Topicsentence/theme;

2)Skimmingandscanning;

3)Illustrationandargumentation.

4)Words&Expressions:abrupt,affluent,attain,confront,cherish,

pursuit,sentiment,fallinto,incontrastto,shortlyafter/before,

nothingmorethan,wearandtear,etc.

5)Difficultsentences:

A.YetIfeelnothingmorethanapassingwhimtoattainthematerial

thingssomanyotherpeoplehave.

B.AndIlovethe"cando“attitudethatfollows.

C.Ithinkmostpeoplefeelthesameway---exceptwhenthereare

socialconsequencestonothavingparticularitems.

6)Startinganessay:Differentfunctionsandwaystointroduceatheme.

A.Startingatopicdirectly

B.Usingananecdoteoranincident

C.Posingaquestion

D.Quoting

E.Animaginedargumentbetweenpeople

Youcanimproveyourwritingbycheckingyourownwork.Youwill

alsofindithelpfultohaveaclassmateevaluateyourwork.Sodothe

followingafterwriting:

a.Gothroughyouressaycarefullyandthenanswerthequestions

onthechecklistbelow.

b.Exchangeessaysandchecklistswithapartnerandcheckeach

other'swork.

3.问题与应用(能力要求)

1)Reading：howtoidentifythethemeandtopicsentencesbyskimming

andscanning;

2)Writing：howtointroduceatheme

3)Speaking：discusshowtospendalifeinahappyandmeaningfulway.

(三)思考与实践」、

1.Asanuniversitystudent,howareyougoingtoprepareforyourfuture

careerbymakingfulluseoftheresourceonandoffcampus?

2.Practice:amockjobinterview.

1)Doesthebeginningoftheessayleadnaturallytowhatyouaregoing

tosay?

2)Isthepieceofnewsthought-provoking?

3)Istheendingrelevanttothetopicoftheessay?

4)Arethereanymistakesinspelling?

5)Arethereanymistakesingrammar?

(四)教学方法与手段「

Multiplemediateaching,communicative,interactiveandPBLapproachin

classroom,roleplay,teamwork,discussionandvideorecordthejobinterview.

Unit3TheGenerationGap

(一)目的和要求

Studentsareexpectedto:

1.understandthemainidea(Fathermeddledinchildren'saffairswithgood

intentions,butonlytofindhiseffortsunwelcome)andstructure(three

settings,threescenes)ofthetext;

2.appreciatethebasicelementsofaplay;

3.graspthekeylanguagepointsandgrammaticalstructuresinthetext;

4.conductaseriesofreading,listening,speakingandwritingactivities

relatedtothethemeoftheunit;

5.improvetheirsensitivitytothefunctionsofsignalwords;

6.getfamiliarizedwiththelanguageusedtotalkaboutpreferences;

7.improvetheabilitytograsptheimportantdetails,especiallythekey

words;

8.gettoknowaboutsomeaspectsinthetraditionalChinesecultureand

understandbetterthefilialpietyinChinesefamily

(二)教学内容

1.主要内容

Pre-readingtasks

1)TasksSsthefollowingquestionsonthesongTheTimesTheyAre

A-changing9:

-Whoshouldbesittingupandtakingnotice?Why?(parents,

politicians,writersandcriticsshouldlistenup,becausethetimesare

changingsofastthatonecan'tbecontentwithone'soldwayoflife)

-Whatdoesthesingerthinkofhisparents'wayofdoingthings?

2)Pairinterview

3)TdictatestoSsthefollowinglistofquestions:

—Whenareyourparents9birthdaysandtheirweddinganniversary?

—Doyourparentscelebrateyourbirthday?Howabouttheirown

birthdaycelebration?

---Inyourparents'eyes,whatareyouinterestedin?

---Inyoureyes,whatareyourparentsinterestedin?

-Inwhatareasdoyourparentswantyoutoimprove?

-Inwhatwaysdoyouwantyourparentstoimprove?

—Tellofaninstancewhenyourparentsandyoudisagreeover

something.

4)Ssformpairstointervieweachother.IfthereisanoddnumberofSs

intheclass,onegroupmayconsistof3Ss.Theinterviewermustnote

downtheanswerfromtheinterviewee.

5)SomeSsreportinterviewresultstoclass.

6)TmayleadintoTextAbysaying:Aswefindfromourinterviews,

parentsandchildrendonotoftenseeeyetoeye.Whenparents

interferewiththeirchildren'saffairs,theybelievethattheyaredoing

sointheinterestoftheirchildren.However,thechildrenmaynotbe

grateful,asisthecaseintheplaywearegoingtostudy,Father

KnowsBetter.Whenyoureadon,Iwantyoutobearthisquestionin

mind:despitetheircomplaints,theThompsonchildrenactuallylove

theirfatherverymuch.Doyouyourselfshowsimilarattitudes

towardsyourownparents?

While-readingtasks

1)Abriefintroductiontoplay

a.Twritesdownontheblackboardthemajorcomponentsofaplay:

characters,settings,stagedirections,language,conflicts,climax,

andtheme.

b.Ssidentifythecharactersinthisplay.

c.SsreadthedirectionsforTextOrganizationExercises1and2,

thenscantheplaytodivideitintothreeparts.Tmaydropahint:

justreadthestagedirectionsputinbrackets.

d.Texplainsthefunctionsofstagedirections:tosetupstage

propertiesintheproperplace;toindicateachangeinsetting;to

directactors9movements,gesture,facialexpression,toneof

voice,etc.

e.TinvitesoneStoreadaloudHeidi9sspeechtotheaudienceatthe

verybeginningoftheplay,thenaskanotherStore-createHeidi9s

wordsintoacompleteandgrammaticalparagraph.Theymay

refertoWritingStrategytoseethestylisticdifferencesbetween

speechandwriting.

f.Tdefinesconflictsastheessenceofaplay,aclashofactions,

ideas,desiresorwills.Itmayhappeninthreeforms:managainst

man,managainstenvironment,managainsthimself.Whena

conflictdevelopstothemostintensifiedpoint,itbecomesa

climax.TasksSstofindouttheform(s)ofconflictinthisplayas

theylatergothroughthetext.

g.Texplainsthat,unlikeanovelistorshort-storywriter,a

playwrightcannotcomeforward,interrupttheaction,andtellthe

audiencewhathe/shemeansbyacertainsceneorexplaintothem

whatisgoingoninthemindsofthecharacters.Theaudience

mustconcludebythemselveswhatthemeoftheplayis.TtellsSs

thattheywilldosoattheendofreadingthisplay.

2)TexplainslanguagepointsinPartIandgivesSspractice.

3)SssumupthemainconflictinPartI.

4)TexplainslanguagepointsinPartIIandgivesSspractice.

5)SssumupthemainconflictinPartII.

6)TexplainslanguagepointsinPartIIIandgivesSspractice.

7)SssumupthemainconflictinPartIII.

8)Sssumupthethemeoftheplay.

Post-readingtasks

1)Thewaytheyare

A.Ssformgroupsof3-4,re-readPartII.Basedonit,theywillcome

upwithabriefsummaryofthecharacteristicsofMother,Father,and

thechildren.TmaygiveSsthefollowingmodel:

“FathershowsgreatrespectforMother.Hepulledthechairforher

beforedinner,andobeyedhercommandslike'dogoon','dogeton

withit','don'tkeepusinsuspense9.Besides,althoughFatherwas

pleasedwithwhathehaddoneforDiane,hehadlearnedfrom

experiencethathiseffortswerenotalwayswelcome.Thatwaywhy

hecouldquicklyrealizehisblunder,asmadeclearbysentence'Ido?

Yes,IguessIdo.I've…doneitagain,haven'tI?'

B.WhenSsdiscusswithinthegroup,thefollowingquestionsmight

help:

——HowdidMotheraddressFatherandherchildren?

——Howmanydo'sanddon'tsdidsheuse?Whatdotheytellabout

hercharacter?

——OnwhosesideHeidiandSeanstagewhispertoeachother?

——WhatdidSeantellFatherthat"IdobelieveDianewouldliketo

knowthesurprise?^^

——HowdidDianefeelwhenshesaid“Thankyou,Sean.Iowe

youone”?

——WhatwereDiane'sreactionsduringthescene?

C.Severalgroupsreporttheirsummariestotheclass.

2)TguidesSsthroughsomeaftertextexercises.

3)TchecksonSs9homereading(TextB)

4)SssoPartIV:Theme-RelatedLanguageLearningTasks.

5)TasksSstoprepareforthenextunit:

A.dothepre-readingtask;

B.previewTextA.

2.基本概念和知识点

WordsandPhrasestoDrill:

Assure,bet,community,consist,constant,dread,dumb,exhaust,fade,

frank,glorious,humiliate,hysterical,interference,junior,location,

patience,proof,repeatedly,scheme,talent,twist,typical,welfare,atany

rate,comeover,consistof,handdown,inunison,keepsb.Insuspense,

knowbetterthan,narrowdown,overandover

Culturenotes:

Familylife,part-timejob

3.问题与应用(能力要求)

Collocation

Adjective+todo

eagertofindout...,morethanwillingtoanswer...,etc.

Usage

Subjunctivemood:bethatasitmay;He'dinsisthegiveyouacall.etc.

Actingouttheplay

Therearesevencharactersintheplay.Nowformgroupsofsevenandact

outtheplay.Ifthetotalnumberoftheclasscannotbedividedbyseven,

somestudentsinthelastgroupwilltakemorethanonerole.

Essaywriting

Writealettertoyourparents/teachers,etc.toexplainwhyyouhavetodo

somethingcontrarytotheirexpectations.

（三）思考与实践

1.LearnTextBingroupsandfinishtheexercisesafterit.

2.Readthethreepassagesinunit3oftheReadingCourseBook2,and

finishtheexercises.

3.Dothefastreadingexercisesinunit3oftheFastReadingCourseBook2.

（四）教学方法与手段‘一

Multiplemediateaching,communicative,interactiveandPBLapproachin

classroom,roleplay,teamwork,discussionandinterview.

Unit4TheVirtualWorld

（一）教学目的和要求

Studentswillbeableto:

1.learnsomerulesofinterpretingnewvocabularyandusagerelatedto

computersandtheInternetinEnglish;

2.masterthenewwordsandexpressionsinTextA;

3.appreciateawritingstyle-expositorywriting;

4.concludethestructureofTextA;

5.conductaseriesofreading,listening,speakingandwritingactivities

relatedtothethemeoftheunit.

6.improvetheirabilitytocatchkeywords.

7.getfamiliarizedwiththelanguageneededtoaskpeopleabouttheir

opinionandtogiveopinion.

（二）教学内容

1.主要内容

Pre-readingtasks

1）TasksSsthefollowingquestionsonthepoemSurfingtheInternet:

一Whatwastheherodoingwhenhisbosscamein?（surfingthe

Internet）——Howdidheactinfrontofhisboss?（Hepretendedtobe

surprisedatthecomputerwhichhadcrashed“unexpectedly”.)

2)Sslookatthethemeofthisunit(theVirtualWorld)andthetitleof

TextA(AVirtualLife),thentryto:

一findantonymsof"'virtualworld"and"virtuallife^^realworld,real

life)

一suggestsynonymsfor"virtualworld"(cyberspace,cyberia,

etherworld,virtualreality,Internetworld,networld,etc.)

一saywhatpeoplecandoontheInternet.(communicatingwithpeople,

shopping,reading,entertainment,education,working,hacking,

publishing,etc.)

3)Imaginativewriting

a.TdictatestoSsthefollowingparagraph:

Forthepasttwoweeks,otherparticipantsoftheNetSurvival

ContestandIhavebeenshutupinbarehotelrooms.Ouronly

linktotherealworldhasbeenacomputerthatishookedupto

theInternet(联网电脑).

Wehavereliedonit,notonlyforfood,bedsheetsandotherdaily

necessities,butalsotosetupane-business(电子商务)ofour

own.

b.NowSswillcompletetheparagraphbeginningwith:“Nowitis

timeformetowalkoutintothelightofdayagain...99Theywill

givetheirimaginationfullplay.Theywillwritenomorethan100

words.

c.Ssformgroupsoffourtofive,andreadaloudtoeachothertheir

ownwritings.

d.Taskssomegroupstorecommendthebestpieceintheirgroupto

theclass.

4)TmayleadintoTextAbysaying:Someofusliketolivealifein

contactwithrealthingsandrealpeople,butothersfavoravirtual

existence.Whichlifeisbetter?I'msureyouhavedifferentopinions.

NowlefsreadTextAtofindoutwhatMaiaSzalavitzhastosay

aboutthesetwolifestyles.

While-readingtasks

1)Textorganization

a.TdrawsSs'attentiontoTextOrganizationExercise1,andlets

themreaditsinstructionaswellaswhathasalreadybeendone

fortheminthisexercise.

b.Sstrytocompletetheexercisebysimplyreadingthesentenceof

eachparagraphinTextA.

c.Sscompareanswerswitheachother;ifnecessary,Tmayhelp.

2)TexplainsthekeylanguagepointsandgivesSspractice(Language

study).

3)TguidesSsthroughStructureExercise2.

4)Ssre-readParas4-10,workinpairstofindoutconsequencesof"my"

virtuallife.Cantheyusethe“findoneself+adj./past

participle/presentparticiple^^structurewhensummingupthe

consequences?

5)Somepairsreporttotheclasstheirfindings,usingthe"find”

structure.

Post-readingtasks

1)Computer-relatedvocabularyitems

A.SsscanTextAtofindoutvocabularyitemstocomputerandthe

Internet.

B.Theyare:virtuallife,thenet,telecommuter,email,Internet

mailinglists,computer-assisted,data,link,cyber-interaction,on

line,systemcash,clickonthemodem,connection,password)

C.TtellsSsthatnewtermsrelatedtocomputerandtheInternetare

constantlyaddedtotheEnglishvocabulary,somuchsothat

manyofthemarenotincludedinanyEnglishdictionary.

However,ifweapplycertainrules,theirmeaningsareeasyto

deduce.

D.TgivesSsmoreexamplesofcomputer-relatedvocabularyitems

2)TguidesSsthroughsomeafter-textexercises.

3)TchecksonSs9homereading(TextB).

4)SsdoPartIV:Theme-RelatedLanguageLearningTasks.

5)TasksSstoprepareforthenextunit:

A.dothepre-readingtask

B.previewTextA.

2.基本概念和知识点

WordsandPhrasestoDrill:

Abuse,angle,annoy,appointment,arrange,click,connection,conversely,

crawl,crime,cue,data,edit,flee,Internet,interpret,jar,laughter,

nightmare,remark,restore,routine,spit,stretch,suicide,symptom,tone,

tune,via,virtual,attimes,be/getsuckedin,butthen,insight,online,set

apart,takein

Culturenotes:

TheInternet,NBC(theNationalBroadcastingCompany),PBS(the

PublicBroadcastingService),ABC(theAmericanBroadcasting

Company)

3.问题与应用（能力要求）

Collocation

On-phraseswithandwithoutthearticle:onthenet,onthephone,onthe

radio,online,onTV,onscreen,etc.

Usage

Adjectivesfollowedbyaninfinitiveactiveinformbutpassiveinmeaning:

easytodo,hardtodo,impossibletodo,difficulttodo,toughtodo.etc.

Mockdebate

Supposeyourparentsthinkthatyouandyourbrother/sisterarespending

toomuchtimeontheInternet,neglectingyourschoolworkandnormal

dailylife,andisolatingyourselvesfromtherealworld.Youwantto

convincethemthatyourtimeontheInternetisnotwasted,andthe

Internethasinnowayisolatedyoufromtherealworld.Adebateis

thereforecalledforbetweenyouandyourparents.Nowprepareandgo

aboutthedebatebytakingthefollowingsteps:

Step1Makegroupsoffourpeople.Twoofthemwillbethe

“parents“andtheothertwowillbetheir"children”.

Step2The"parents“andthe"children“preparetheirargumentsand

supportingfactsrespectively.

Step3Thedebatewillbecarriedonwithineachteam,thatis,the

“parents“andthe“children“intheteamwillpresenttheirargumentsto

eachother.Thedebatewillgoonuntilonesidefailstorespond.

Essaywriting

WriteanessayentitledTheInternetWillIsolateUsfromOneAnotheror

TheInternetWillNotIsolateUsfromOneAnother.Youmaybeginthe

essaybydescribingyourex