环境专业英语教学大纲

2023英语专业课程教学大纲一、课程背景1. 本课程旨在通过系统、全面的学习，培养学生在英语专业领域的综合能力，提高学生的英语语言水平和专业知识技能，促进学生在跨文化交际和专业应用方面的能力发展。

二、课程目标1. 通过本课程的学习，学生应掌握英语听、说、读、写全面综合的语言技能，能够在各种不同语境下进行有效交际，并具备较强的文化涵养和跨文化交流能力。

2. 学生应能够熟练运用专业知识和技能，包括英语文学、语言学、翻译等方面的基本理论和实践技能，为将来的专业工作和学术研究奠定坚实的基础。

三、教学内容1. 英语听力：通过听力训练，提高学生对英语语音、语调、语速的理解能力，培养其对不同语境下谈话的理解能力和听力交际能力。

2. 英语口语：通过口语训练，培养学生在日常交际和专业交际中运用英语进行有效沟通的能力，提高其口语表达的流利度和准确性。

3. 英语阅读：通过阅读训练，提高学生的阅读理解能力，拓展学生的词汇量，培养学生的文化素养和批判性思维能力。

4. 英语写作：通过写作训练，培养学生的逻辑思维能力和表达能力，提高学生撰写各种文体的能力，并培养学生的科研论文写作能力。

5. 英语文学：通过文学材料的学习，了解英语文学的发展历程和代表作品，培养学生的审美情趣和文学鉴赏能力。

6. 语言学：通过语言学理论的学习，了解语言的基本原理和发展规律，培养学生的语言分析和语言研究能力。

7. 翻译实践：通过翻译实践的训练，提高学生的翻译能力和跨文化交际能力，培养学生的翻译实践技能和专业素养。

四、教学方法1. 本课程采用多种教学方法，包括讲授、互动讨论、案例分析、项目实践等，注重理论与实践相结合，旨在激发学生的学习兴趣，提高教学效果。

2. 教师将指导学生进行课外阅读和专业实践，鼓励学生参与英语角、英文报刊阅读、英文演讲比赛等活动，为学生的综合发展提供更多机会和评台。

五、考核与评价1. 本课程采用多种考核方式，包括平时表现、课堂作业、期中考试、期末考试等，旨在全面、客观地评价学生的学习成果。

《专业英语》课程教学大纲专业英语课程教学大纲一、导言专业英语课程旨在提高学生在特定行业领域的英语运用能力，培养学生具备与专业相关的语言技能和知识。

本教学大纲确立了专业英语课程的目标、教学内容、教学方法和评估方式，以便提供给教师和学生参考，以确保教学质量。

二、课程目标本课程旨在：1. 提高学生的听、说、读、写的综合技能，使学生能够流利、准确、自信地运用英语进行专业交流；2. 培养学生通过阅读、听力和其他学习资源获取和理解专业资料的能力；3. 强化学生对专业词汇、语法和句型的掌握，以便能够正确运用于特定领域；4. 培养学生进行专业演示、报告和讨论的能力，以及跨文化交流技巧；5. 培养学生终身学习和自主学习的能力，以适应不断变化的专业环境。

1. 技术文档阅读与写作- 学习整理与解读工程设计图纸、说明书、操作指南等技术文档；- 培养学生能够准确理解技术术语和专业概念的能力；- 培养学生撰写技术报告、分析和建议的能力。

2. 专业会议与演示技巧- 学习参与和组织专业会议的技巧；- 培养学生进行有效演示和陈述的能力；- 提高学生在团队合作中的沟通技巧和解决问题的能力。

3. 跨文化交流与商务礼仪- 学习跨文化交流中的语言、文化差异和社交礼仪；- 提高学生在国际商务环境中的交流能力；- 培养学生进行专业及商务谈判的技巧和策略。

4. 国际新闻与专业写作- 学习阅读国际新闻及相关专业文献；- 提高学生从新闻中获取信息和分析问题的能力；- 培养学生撰写专业报告、新闻稿件和商务信函的能力。

1. 组织多样化的课堂活动，包括小组讨论、角色扮演、案例分析等，以培养学生的独立思考和合作能力；2. 制定专业英语学习计划，鼓励学生进行自主学习和参考资料的查找；3. 设计任务和项目，让学生将所学知识应用于实际场景，提升实践能力；4. 提供模拟情境，让学生在教师的指导下进行口语和写作练习；5. 给予学生定期反馈和评估，以促进学生的进步。

Professional English CourseThe aim of the course is to teach the specialist language of nursing and enhance the students written and spoken English skills. Material used will be based on authentic English texts which provide a suitable level of language for the students’ stage of English. The core material is contained in a text book written jointly by the course teacher and another Western teacher. The concepts of the nursing process, assessment and the ‘activities of living’ will be used as the main subject matter supplemented as necessary by other material to add depth to the course. The teaching will be by a combination of methods aimed to stimulate the students’ interest and build up their language skills. Group work forms a key element of the class as this provides opportunity for maximum participation and language practice. Reporting from group work and the use of role play enables students to have teacher assessed language practice in a relatively non threatening environment. Assessed homework ensures that the students writing and reading skills are assessed. Teacher explanations are supported by PowerPoint presentations to ensure understanding of spoken language. Extensive reading has been shown to play an important role in developing students’ lan guage skills. Directed reading of a set paper will be given each week will and the students will have to then give written and oral feedback on their reading. The use of these production activities will enable the students to practice writing, speaking and listening as well as reading.Chapter 1 Introduction and Initial skills assessmentTeaching & Learning Strategies:The students will know the outline of the course and the ground rules for the classes. They will have formed groups and elected leadersStudents will have read the set reading and written a short summary and handed in their work on timeThey will recall the main points of the reading and be able to discuss this with colleagues and teacher.Recall principles of summary writing and start to do a short summary in groupsThey will demonstrate the level of listening skills by doing a simple listening exercise.Time: 3 class hoursChapter 2 The Roper-Logan-Tierny Model of NursingTeaching & Learning Strategies:Students will master the vocabulary related to the activities of living and grasp the concept of a nursing modelOutline of a model for living and nursing Activities of living:Read short account of the activities of living and produce a short role play to illustrate selected activitiesTime: 3 class hoursChapter 3 Breathing as activity of livingTeaching & Learning Strategies:Students will master the vocabulary associated with breathingOutline breathing as an activity of livingUse learned vocabulary to discuss assessment of breathing problems.Students will recall previously learned strategies related to learning medical terminology and master the vocabulary related to breathing. Review knowledge of medical terminology illustrated by breathing. Review knowledge of word buildingRead biology section of book related to breathing – respiratory system.Read paper on assessing breathing in asthmatic patient and produce a short summaryTime: 6 class hoursChapter 4 Community based exerice on healthy diet and healthy livingTeaching & Learning Strategies:Students will master the vocabulary associated with eating and drinking.Understand the concept of eating and drinking as an activity of livingRecognise new vocabulary as it appears in a recorded exerciseUse vocabulary and word patterns that they are learning in describing nutritional needs of specific groupsTo complete the home work “The issue of healthy eating and healthy lifestyle” and to present on the class.Time: 6 class hoursChapter 5 Eliminating as activity of livingTeaching & Learning Strategies:Students will master the vocabulary associated with eliminating as an activity of living and grasp the major elements of this.Understand the concept of the activity of eliminating as part of living.Master vocabulary associated with the major problems associated with eliminating problems related to lifespanRead paper on incontinence and be able to describe the key problems described there.Perform a role play related to elimination needs over the lifespanListen and identify learned vocabulary in reading.Time: 3 class hoursChapter 6 Expressing sexuality as activity of livingTeaching & Learning Strategies:Students will master the vocabulary associated with & understand the concept of expressing sexuality as an activity of livingMaster the vocabulary related to Reproduction, and SexualityRead papers on HIV/ Aids & Discuss paper with teacherExplore the application of previously learned health education principles to HIV/AIDsTo complete the HIV/AIDS poster project and present on the class.Time: 9 class hoursChapter 7 Cleansing and dressing as activity of livingTeaching & Learning Strategies:Understand the concept of cleansing and dressing as activities of livingStudents will master the vocabulary associated with cleansing and dressing as an activitiy of living and the biology of the skinIdentify the psychological factors related to skin disordersRead paper on pressure ulcers and to discuss on the class.Time: 6 class hoursChapter 8 Communication as activity of livingTeaching & Learning Strategies:Students will master the vocabulary associated with & understand the concept of communicating as an activity of livingIdentify the communication barriers in the scenarios and relate these to the 5 factors.Master the vocabulary relating to communication and health education.Master the vocabulary associated with biological factors and communicationDiscuss paper about communication and Health Educationknow about the referencing system used in academic writing.Time: 3 class hoursChapter 9 Mobilizing as acitivity of livingTeaching & Learning Strategies:Identify the scope of mobilizing and significant vocabularyDiscuss the concept of mobilising and identify how it is affected by the 5 factors, age span and dependence/independenceIdentify the vocabulary associated with discussing mobility issuesGrasp the concept of risk assessment scales and related vocabularyTime: 3 class hoursChapter 10 Introduction to research & The research processTeaching & Learning Strategies:Master the vocabulary related to research and knowledgeD iscuss the meaning of the terms ’research’ and the terms for the different types of knowledge. Differentiate between the lay and professional use of research.Define knowledge and identify the Research process.Time: 3 class hoursChapter 11 Ethics in Nursing ResearchTeaching & Learning Strategies:Students should recall previously learned ethical principles –from medical ethics course- and apply these to nursing research.Students should master the vocabulary related to ethical principles so that they can use this in subsequent discussions of ethics throughout the courseTime: 3 class hoursChapter 12 Research Questions & Reaearch ApproachesTeaching & Learning Strategies:Students will understand how to ask a simple nursing question that is answerable from the literature.Students will master the vocabulary related to research approaches & Use this to describe these in nursing researchStudents will master the main features of quantitative research and qualitative research.Time: 6 class hours。

教学大纲专业英语一、导言专业英语是为了满足各专业学生的特定英语学习需求而设计的一门英语课程。

本教学大纲旨在规划和指导专业英语课程的教学内容、教学目标、教学方法、教学评估等方面的安排，以提高学生在专业英语领域的语言能力和沟通技巧。

二、教学目标专业英语的教学目标是帮助学生掌握与其所学专业相关的英语词汇、语法结构和表达方式，提高听、说、读、写、译等综合语言运用能力，并能够在专业环境下有效地进行交流和合作。

1. 语言能力目标：- 听力：能够听懂和理解与专业相关的英语材料，包括听取学术讲座、会议演讲等。

- 口语：能够流利自如地用英语进行专业沟通和交流，包括参与讨论、发表观点等。

- 阅读：能够阅读与专业领域相关的英语文献、论文和研究报告，理解其中的主要观点和结论。

- 写作：能够用英语书写专业报告、研究论文和项目计划等，具备较强的文献综述和表达能力。

- 翻译：能够准确、流畅地进行汉英和英汉的专业翻译，包括文字材料和口译。

2. 学科知识目标：- 掌握与所学专业领域相关的英语词汇和术语。

- 熟悉所学专业领域的相关历史、理论和发展现状。

- 了解国内外相关研究和前沿技术，能够对其进行综合整理和归纳。

三、教学内容专业英语的教学内容应根据不同专业的特点和学生的需求进行调整，以下为一般性的教学内容：1. 专业英语词汇与术语：- 介绍和学习与专业领域相关的英语词汇和术语。

- 组织学生进行词汇拓展活动，提高词汇量和运用能力。

2. 专业听力与口语：- 练习听懂和理解与专业相关的英语材料，如学术讲座、研讨会等。

- 培养学生在专业领域内进行口头表达和交流的能力。

3. 专业阅读与写作：- 指导学生阅读和理解与专业领域相关的英语文献、论文和研究报告。

- 培养学生以英语书写专业报告、研究论文和项目计划的能力。

4. 专业翻译与跨文化交流：- 练习进行汉英和英汉的专业翻译，包括文字材料和口译。

- 培养学生在跨文化交流中的文化意识和沟通技巧。

四、教学方法1. 任务型教学法：- 设计与学生所学专业相关的任务，鼓励学生在任务完成过程中积累知识和技能。

环境科学专业英语教学大纲01．教学单位名称：环境与资源学院02．课程代码：64106203．课程名称：环境科学专业英语04．课程英文名称:Professional English in Environmental Science05．课程类别：学科基础课06．课程性质：选修07．课程学时：48学时08．课程学分：309．授课对象：环境科学专业本科生10．开课学期：5学期（秋季）11．选用教材：张晖等编著：环境科学与工程专业英语，科学出版社，2009年11月第二版12. 主要参考书：[1]胡龙兴编：环境科学与工程专业英语，中国石化出版社，2011年12月第一版[2]彭举威等编：新编环境科学与工程专业英语，化学工业出版社，2010年7月第一版13. 大纲执笔人：14. 课程中文简介：环境科学专业英语是为环境科学本科生开设的一门课程。

环境科学专业英语课程所选阅读材料均来自近年出版的英文原版教材，专著或其他文献资料，内容涵盖环境科学的各个研究方向，包括环境化学，环境生物学，环境生态学，环境规划与管理，环境经济学，环境法学，和环境工程蹙额等。

通过本门课的学习，学生应该能够掌握一定数量的环境科学专业词汇，学习专业构词表达法，最后能够较好的阅读，理解，翻译环境科学专业文献，提高学生在环境科学专业领域的英语应用能力。

15. 课程英文简介:Professional English in environmental science is a course opened to students majored in environmental sciences. All materials in this course were selected from original English textbooks, academic monographs, and other professional literature, and the those materials cover all aspects of environmental science, including environmental chemistry, environmental biology, environmental ecology, environmental planning and management, environmental economy, environmental laws, and environmental engineering. Through the study of this course, the students should learn some vocabulary and grammar in environmental science. By taking this class, the students should improve their overall English skill in environmental science, and they are expected to read, comprehend, and translate academic literature in the field.16. 课程包含的教学任务、教学要求和教学目的(1)教学任务Unit 1（3学时）Introduction of environmental engineering and scienceUnit 2（3学时）Finding solutions for tough environmental problemsUnit 3（3学时）Climate change and greenhouse effectUnit 4（3学时）Overview of ecological restorationUnit 5（3学时）Environmental security: an evolving conceptUnit 6（3学时）The process of environmental assessmentUnit 7（3学时）Introduction to environmental information systemUnit 8（3学时）International standard for environmental management system (ISO14000)Unit 9（3学时）Overview of environmental and resource economics as a subdiscipline in economicsUnit 10（3学时）Environmental analytical chemistryUnit 11（3学时）Wastewater treatmentUnit 12（3学时）Advanced wastewater treatmentUnit 13（3学时）Control of pollutant particlesUnit 14（3学时）Disposal of unprocessed refuse in sanitary landfillUnit 15（3学时）Planning and realization of soil remediationUnit 16（3学时）How to write a scientific paper(2)教学要求在每节课的学习中，学生应该掌握相关环境科学专业词汇熟练朗读，总并翻译相关课程材料了解相关环境科学专业英语表达法教学手段：以教师教授结合多媒体教学为主。

《专业英语》课程教学大纲Professional English Course Syllabus.Course Description:This course is designed to help students develop the professional English language skills necessary for success in the workplace. Students will learn to communicate effectively in a variety of business settings, including meetings, negotiations, presentations, and written correspondence. The course will also cover cultural aspects of business communication and professional etiquette.Course Objectives:Upon successful completion of this course, studentswill be able to:Communicate effectively in a variety of business settings.Use appropriate language and tone in written and oral communication.Understand and use cultural norms in business communication.Conduct themselves professionally in the workplace.Course Content:Introduction to professional English.Business communication skills.Cultural aspects of business communication.Professional etiquette.Advanced English grammar and vocabulary.Business presentations.Business negotiations. Business correspondence. Teaching Methods:Lectures.Discussions.Role-playing.Presentations.Written assignments.Assessment:Class participation.Quizzes.Midterm exam.Final exam.Final project.Required Textbook:Professional English by John Eastwood. Grading:Class participation: 10%。

《专业英语》课程教学大纲Professional English for Educational Technology学时数：36其中：实验学时：0课外学时：0学分数： 2适用专业：教育技术学专业执笔者：梁燕葵编写日期：2005年9月一、课程的性质、目的和任务本课程是教育技术专业选修课程，通过本课程的教学，加强学生对教育技术学词汇的熟悉程度，培养学生掌握教育技术学专业的相关专业词汇及阅读、翻译、写作的技巧和方法，使学生能够熟练地查阅相关的科技文献，并能流利阅读和翻译相关的专业资料，为将来更深入地学习和从事科研工作打下坚实的英语语言基础。

本课程的基本任务是在英语学习中掌握专业知识，在专业学习的同时提升英语水平。

二、课程教学的基本要求着力帮助学生理解教育技术学的基础知识、基本理论和基本技能，了解教育技术学研究的最新进展和研究动向，同时要使学生学习用英语交流教育技术学的基本知识与基本技能（如阅读、撰写专业文献、与国内外同行用英语进行交流，这就涉及到了英语语言的读、说、听、写、译等技能），为今后进一步学习和工作服务。

三、课程的教学内容、重点和难点Chapter One The Evolution of the DefinitionSection A The Early DefinitionsSection B The AECT’s Definitions in 1994Section C Assumptions behind the AECT’s Definitions in 2005Chapter Two The History of Instructional TechnologySection A Pre-1920Section B 1920s-1940sSection C 1950s-1970sChapter Three Instructional Technology: Present andFutureSection A The Positive and Negative Trends of Instructional Technology Development Section B The Diverse Status of Instructional TechnologySection C The Professionalizing of the FieldSection D The Training of the ProfessionalsChapter Four Learning TheoriesSection A Why Theories of LearningSection B The Behaviorist Orientation to LearningSection C Cognitive Information-Processing TheorySection D ConstructivismChapter Five Communication TheoriesSection A Defining CommunicationSection B What Is Communication TheorySection C A Basic Linear ModelChapter Six Instructional TheoriesSection A Gagne’s Theory of InstructionSection B Bloom’s Taxonomy of Educational ObjectivesSection C Programmed InstructionChapter Seven Systematic TheorySection A Systems TheorySection B Systems Theory: The BasicsChapter Eight Media HistorySection A Seven Milestones in the Evolution of Human CommunicationChapter Nine New TechnologySection A Multimedia TechnologySection B Computer-Mediated CommunicationSection C Virtual RealitySection D Artificial IntelligenceSection E Jini TechnologyChapter Ten Media and LearningSection A The Medium is the MessageSection B Media ResearchSection C The Great Media DebateChapter Eleven Instructional Design and InstructionalSystem DesignSection A What’s Instructional Design?Section B Basic Principles of IDSection C Instructional System DesignChapter Twelve Models of Instructional Design Section A ID Models and Their Basic FeaturesSection B A Taxonomy of ID ModelsSection C An Introduction to Instructional Design ModelsChapter Thirteen Automating Instructional DesignSection A Purpose of Automated Instructional Design ToolsSection B Wha t’s AID?Chapter Fourteen The Overview of ICTSection A The Information AgeSection B Fours Goals for Technology in SchoolsSection C The Effect of ICT in EdcuationChapter Fifteen Introduction of ICT CurriculumSection A Aims of ICT in EdcuationSection B How to Teach ICTSection C How to Design ICTChapter Sixteen The Study and Practice to FacilitateLearning with ICTSection A The Cycles of Technology IntegrationSection B The Market Power of E-LearningSection C The Critical Attributions of WebQuestChapter Seventeen Definitions and History of DistanceEducationSection A Definitions of Distance Education According to the AECTSection B History of Distance EducationSection C What is Distance Education?Chapter Eighteen Theories of Distance EducationSection A The Industrial Model of Distance EducationSection B European Theory of Independent StudySection C The Need of TheoryChapter Nineteen The Platforms of Distance EducationSection A WebCTSection B Leadership in E-LearningChapter Twenty Institute and Successful Cases of DistanceEducationSection A The Open University of Hong Kong (OUHK)Section B The Open University (United Kingdom)Section C What Is the Commonwealth of Learning (COL)?Chapter Twenty-One An Overview of InstructionalTechnology ResearchSection A Scientific MethodsSection B Purposes of Educational ResearchSection C Two Research ParadigmsSection D Quantitative ResearchSection E Qualitative ResearchChapter Twenty-Two A Research Report of Research onInstructional Technology四、课程各教学环节要求（一）教与学模式以任务驱动为主线，采用多媒体演播教学或基于网络环境下的自主学习、协作学习、问题探究、资源检索、在线讨论等多种教与学模式。

《环境生态工程专业英语》课程教学大纲English for eco-engineering of Environment一、课程基本信息（一）知识目标：熟悉环境生态工程英语，掌握一定量的专业英语词汇，熟悉基本的英语科技论文写作句式，掌握英文题目，摘要与关键词的撰写。

（二）能力目标：培养学生检索和阅读外文文献的能力，提高学生用英语表达专业知识的能力。

（三）素质目标：培养学生阅读英文原版教科书和学术文献的习惯，形成与英语相对应的学术思维逻辑。

三、基本要求— 1 —（一）了解科技英语的特点与重要性。

（二）理解科技英语表达与汉语的表达差异。

（三）掌握基本的环境生态工程专业英语词汇，熟悉基本的英语科技论文写作句式，掌握英文题目，摘要与关键词的撰写。

四、教学内容与学时分配第I部分：阅读理解第一章个体生态学4学时知识点：1.生物与光环境2. 生物与温度环境3. 生物与水环境4. 案例讨论：气候变暖与一种陆地蛇类的灭绝。

本章小结:主要学习动、植物生理生态学的基本概念、基本原理。

重点：相关术语解释、专业词汇及其应用以及文章结构层次等专业英语知识。

难点：相关文章结构层次等专业英语知识。

思考题：How are water and temperature regulation related in many terrestrial organisms?作业：Why don’t hummingbirds save energy by going into torpor at night even when food supplies are abundant? In other words, what would be a possible disadvantage of routine, nightly torpor?建议教学方法：课堂讲授结合课堂讨论。

第二章种群生态学10学时第一节种群的数量与动态 2学时知识点：1. 种群的定义与基本特征2. 种群的空间分布特征3. 种群的数量动态4. 案例讨论：Rarity and Vulnerability to Extinction— 2 —第二节种内相互关系4学时知识点：1. 种内竞争2. 性别生态学3. 领域与社会等级行为4. 集群5. 案例讨论： Behavior ecology and conservation第三节种间相互关系4学时知识点：1.竞争2.捕食3.寄生4.共生5.案例讨论：1）Competition between native and invasive species2）Mutualism and Humans3）Using predators to control a parasite本章小结：本章主要学习种群的数量与动态，种内与种间相互作用的生态学的基本概念、基本原理。

专业英语教学大纲
一、引言
专业英语教学大纲是指为了培养学生英语专业素养，使其在专业领域中能有效地运用英语进行交流和表达的教学计划。

本大纲旨在规划专业英语课程的教学目标、教学内容、教学方法以及评价方法，以便学生能在学习过程中逐渐掌握专业英语的核心知识和技能。

二、教学目标
1. 培养学生对专业英语的兴趣，提高他们的英语水平。

2. 培养学生在专业领域中流利地运用英语进行口语和书面表达的能力。

3. 培养学生跨文化交际的能力，使其能与英语为母语的人士进行有效的信息交流。

4. 培养学生的自主学习能力和团队合作意识，使其能够在工作中持续提升自己的专业英语水平。

三、教学内容
1. 词汇与词义：
- 学习并掌握与专业相关的英语词汇，如专业术语和行业常用词汇。

- 学习通过上下文推测词义的能力。

2. 语法与句型：
- 复习和巩固基础英语语法知识，并扩展到专业领域。

- 学习专业英语中常见的句型和表达方式。

- 掌握在不同场合中正确使用语法和句型的能力。

3. 听力与口语：
- 提供丰富的听力材料，包括真实场景对话和专业讲座录音等，培养学生听懂和理解专业英语的能力。

- 进行口语练习，提高学生的口语表达能力和对话技巧。

4. 阅读与写作：
- 阅读专业英语文献，培养学生的阅读理解和分析能力。

- 提供写作练习，让学生熟悉专业英语的写作规范和技巧。