《全新版大學(xué)英語綜合教程》教學(xué)大綱

PAGEPAGE1《全新版大學(xué)英語綜合教程》教學(xué)大綱課程編號(hào)：000044-000045課程名稱：大學(xué)英語英文名稱：CollegeEnglish課程類型：公共基礎(chǔ)課總學(xué)時(shí)：124講課學(xué)時(shí)：124實(shí)驗(yàn)學(xué)時(shí)：0學(xué)分：8適用對(duì)象：管理學(xué)院、信息工程學(xué)院、機(jī)電工程學(xué)院、資源與化工學(xué)院、建筑工程學(xué)院、文化傳播學(xué)院、旅游學(xué)院第一部分大綱說明一、課程的性質(zhì)、目的及任務(wù)大學(xué)英語是高等教育的一個(gè)有機(jī)組成部分，《大學(xué)英語》課程是我院學(xué)生的必修課。大學(xué)英語是以英語語言知識(shí)與應(yīng)用技能、學(xué)習(xí)策略和跨文化交際為主要內(nèi)容，以外語教學(xué)理論為指導(dǎo)，并集多種教學(xué)模式和教學(xué)手段為一體的教學(xué)體系。大學(xué)英語的教學(xué)目的是培養(yǎng)學(xué)生的英語綜合應(yīng)用能力，特別是聽說能力，使他們?cè)诮窈蟮墓ぷ骱蜕鐣?huì)交往中能用英語有效地進(jìn)行口頭和書面的信息交流，同時(shí)增強(qiáng)其自主學(xué)習(xí)能力，提高綜合文化素養(yǎng)，以適應(yīng)我國社會(huì)發(fā)展和國際交流的需要。本課程的任務(wù)是讓學(xué)生在大學(xué)一個(gè)學(xué)年內(nèi)，修完《大學(xué)英語》1-2冊(cè)的全部內(nèi)容,從而在聽、說、讀、寫、譯五個(gè)方面達(dá)到本大綱的要求。二、課程的基本要求本課程著重培養(yǎng)學(xué)生聽、說、讀、寫、譯五個(gè)方面英語能力：聽力理解能力：能聽懂日常英語談話和一般性題材講座，能基本聽懂英語節(jié)目，語速為每分鐘120詞左右；2、口語表達(dá)能力：能在學(xué)習(xí)過程中用英語交流，并能就某一主題進(jìn)行討論，能就日常話題和英語國家人士進(jìn)行交談，能就所熟悉的話題經(jīng)準(zhǔn)備后作簡短發(fā)言，表達(dá)比較清楚，語音、語調(diào)基本正確。能在交談中使用基本的會(huì)話策略。3、閱讀理解能力：能基本讀懂一般性題材的英文文章，閱讀速度達(dá)到每分鐘70詞。在快速閱讀篇幅較長、難度略低的材料時(shí)，閱讀速度達(dá)到每分鐘100詞。能基本讀懂國內(nèi)英文報(bào)刊，掌握中心意思，理解主要事實(shí)和有關(guān)細(xì)節(jié)。能讀懂工作、生活中常見的應(yīng)用文體的材料。能在閱讀中使用有效的閱讀方法。4、書面表達(dá)能力：能完成一般性寫作任務(wù)，能描述個(gè)人經(jīng)歷、觀感、情感和發(fā)生的事件等，能寫常見的應(yīng)用文，能就一般性話題或提綱在半小時(shí)內(nèi)寫出120詞的短文，內(nèi)容基本完整，用詞恰當(dāng)，語意連貫。能掌握基本的寫作技能。5、翻譯能力：能借助詞典對(duì)題材熟悉的文章進(jìn)行英漢互譯，英漢譯速為每小時(shí)250英語單詞，漢英譯速為每小時(shí)200個(gè)漢字。譯文基本流暢，能在翻譯時(shí)使用適當(dāng)?shù)姆g技巧。6、推薦詞匯量：掌握的詞匯量應(yīng)達(dá)到3,500個(gè)單詞和700個(gè)詞組(含中學(xué)應(yīng)掌握的詞匯)，其中2,000個(gè)單詞為積極詞匯，即要求學(xué)生能夠在認(rèn)知的基礎(chǔ)上學(xué)會(huì)熟練運(yùn)用，包括口頭和書面表達(dá)兩個(gè)方面。三、本課程與相關(guān)課程的聯(lián)系：本課程的前續(xù)課程是高中階段的英語課程。要求學(xué)生進(jìn)入大學(xué)之前系統(tǒng)地修完高中階段的英語課程，掌握了大約2500個(gè)左右的英語基本詞匯及相應(yīng)的語法知識(shí)。本課程的后繼課程為《大學(xué)英語》3-6冊(cè)和專業(yè)英語。其中，3-6冊(cè)由學(xué)生自學(xué)，專業(yè)英語由學(xué)生所在系部安排教學(xué)。四、學(xué)時(shí)分配總學(xué)時(shí)約124學(xué)時(shí)，分兩個(gè)學(xué)期，具體安排如下：教學(xué)內(nèi)容講課學(xué)時(shí)試驗(yàn)學(xué)時(shí)實(shí)習(xí)學(xué)時(shí)總學(xué)時(shí)第一學(xué)期第一冊(cè)6060第二學(xué)期第二冊(cè)6464五、教材與參考書使用教材：1.《全新版大學(xué)英語綜合教程(第二版)》1，李蔭華主編，上海外語教育出版社，2010年4月第2版2.《新視野大學(xué)英語視聽說教程（第二版）》1，鄭樹棠等主編，外語教學(xué)與研究出版社，2008年5月第2版3.《新視野大學(xué)英語長篇閱讀》1，鄭樹棠等主編，外語教學(xué)與研究出版社，2014年5月主要參考書（資料）：1.《全新版大學(xué)英語綜合教程（第二版）》教師手冊(cè)1，

李蔭華主審，季佩英、吳曉真、陳進(jìn)主編，上海外語教育出版社，2010年4月2．《新視野大學(xué)英語聽說教程（教師用書）》1，鄭樹棠主編，外語教學(xué)與研究出版社，2008年3月第1版3．各種四級(jí)試題及模擬試卷4.Summers,D.1998LongmanDictionaryofContemporaryEnglish,AddisonWesleyLongmanChinaLtd.5.Hornby,A.S.1997OxfordUniversityAdvancedLearner’sEnglish-ChineseDictionaryOxfordUniversityPress六、教學(xué)方法與手段大學(xué)英語教學(xué)要注重培養(yǎng)學(xué)生聽、說、讀、寫等綜合能力。因此，要采用多種教學(xué)方法和手段，如多媒體，語音室，錄音機(jī)，同時(shí)積極組織學(xué)生參加英語演講、競(jìng)賽等形式多樣的第二課堂活動(dòng)，提高他們學(xué)習(xí)英語的興趣和主動(dòng)性、積極性，創(chuàng)造出良好的英語學(xué)習(xí)氛圍和環(huán)境。七、課程考核方式本課程分學(xué)期考核。每學(xué)期進(jìn)行期末閉卷考試。期終成績根據(jù)期末和平時(shí)成績綜合評(píng)定，即期末總評(píng)成績100%=平時(shí)成績30%+期末考試卷面成績70%平時(shí)成績30%=課堂考勤10%+課堂表現(xiàn)10%+完成作業(yè)及課外自學(xué)情況5%+學(xué)習(xí)態(tài)度與進(jìn)步程度5%第二部分課程內(nèi)容大綱《大學(xué)英語(全新版)》綜合教程1（第二版）《新視野大學(xué)英語》聽說教程1（第二版）一、教學(xué)目的和要求：通過第一冊(cè)學(xué)習(xí)，學(xué)生詞匯量增至3000左右，掌握詞匯的用法和句型結(jié)構(gòu)；能聽懂英語講課及簡短會(huì)話，抓住中心大意，能用英語提問并回答課文有關(guān)問題；能閱讀與本冊(cè)語言難度一般普通題材的文章；能夠就所學(xué)內(nèi)容在半小時(shí)內(nèi)寫出100詞的文章，內(nèi)容連貫，語法基本正確；能譯出句子結(jié)構(gòu)比較簡單的漢語，譯文達(dá)意。教學(xué)重點(diǎn)：詞匯用法、語法點(diǎn)、句型結(jié)構(gòu)教學(xué)難點(diǎn)：文章寫作結(jié)構(gòu)分析教學(xué)方法：課堂講授，提問，練習(xí)二、內(nèi)容提要：教學(xué)內(nèi)容小計(jì)綜合教程第一冊(cè)學(xué)時(shí)聽說教程第一冊(cè)學(xué)時(shí)Unit1GrowingUp6Unit1ClickHereforLanguageLearning410Unit2Friendship6Unit2ChillingOutwiththeFolks410Unit3UnderstandingScience6Unit3GiveandSacrifice410Unit4AmericaDream6Unit4MakingaGoodImpression410Unit5WorktoLiveorLivetowork6Unit5TheBattleAgainstAIDS410四級(jí)訓(xùn)練88總復(fù)習(xí)202合計(jì)402060Unit1GrowingUpTextAWritingForMyselfTeachingAims1.tograspthemainideaandstructureofthetexttoappreciatethespokenEnglish3.tomasterkeylanguagepointsandgrammaticalstructuresinthetextTeachingPriority1.Textstructureanalysis2．keywordsandphrasesstudy3.grammaticalstructureDifficultPointsforTeaching:1.Keywordsandphrases:anticipateargumentassignassociateavoidcomposecongratulationdistributeimageinspirereputationrigidscansequenceseveretackletediousviolatevividfaceupto;holdback;offandon;outofdate;putdown;takehold2．Structures：“sb./sth.issaid/believed/reportedtodo/be”3．TextanalysisUnitTwoFriendshipTextAAlltheCabbieHadWasaLetterTeachingAimstograspthemainideaandstructureofthetexttoappreciatethespokenEnglishtomasterkeylanguagepointsandgrammaticalstructuresinthetextTeachingPriorityTextstructureanalysiskeywordsandphrasesstudygrammaticalstructurewritingapersonalletterDifficultPointsforTeaching:1．Keywordsandphrases:availableawfulchokeabsolutelycorrespondencedestinationestimatemostlyneighborhoodpostponepracticallyreferencereunionskiptouchurgeacoupleofbelostinchokeupcomeupeverynowandthengoaheadgobyhangoutkeepintouch(with)keepupkindof/sortofknowbyheartmight/may(just)aswellnotmuchofaonone'smindrightaway2.Structure：“may/might(just)aswell”3.TextanalysisUnit3UnderstandingScienceTextAPublicattitudesTowardScienceTeachingAims1.tograspthemainideaandstructuresofthetext2.tomasterthekeylanguagepointsandgrammaticalstructures3.toknowthedifferencesbetweenthewritingskillsofanarrativeandanexpositoryTeachingPriority1.Textstructureanalysis2.Languagestudy3.GrammaticalstructuresDifficultPointsforTeaching:1.Keywordsandphrases:accurateanywayattitudeaudiencebasisbriefcontactconveyeducateensureentertaingrasphencehighlyinforminitiativeinquirelikelymoreoverpreciseproportionratesteadysufficienttendatthemomentbringaboutcutoffdowithoutfitintointermsofintheformofintwomindslieinputacrossputtheclockbackslowdownStructure：Learntheusageof(1)“asmanyas”(2)“asmuchas”;(3)“as+be+p.p”.3.TextanalysisUnit4AmericanDreamTextATonyTrivisonno’sAmericanDreamTeachingAims1.tograspthemainideaandstructuresofthetext2.tomasterthekeylanguagepointsandgrammaticalstructures3.tolearntodescribeapersonbyhis/hercharacteristicfeatures,togetherwithsupportingdetailswhichdemonstratethefeatures.TeachingPrioritytextstructureanalysiskeywordsandphrasesstudygrammaticalstructuresDifficultPointsforTeaching:Keywordsandphrases:abandonamazeamuseapproachbalancecapacitycharacterconfidencecreatedeterminationdietdiscardgraduatehandlehelpfulhuntpersonnelpropertysometimeskilledsponsorweeklywreckaboveallcalloncleanupdowithforsalepassawaysendforturnawayturndownworkout2.Structure:Learntorewritethefirstsentencebelowintothesecondone.（1）IwentintomyhouseandIwasunhappy.（2）Iwentintomyhouseunhappy.3.TextanalysisUnit5WorktoLiveorLivetoWorkTextATheCompanyManTeachingAims1.tograspthemainideaandstructuresofthetext2.toappreciatethewritingstrategyandstyledemonstratedinTextA3.tomasterthekeylanguagepointsinTextAandlearnhowtousethemincontext;4.tounderstandtheculturalbackgroundrelatedtothecontext;TeachingPrioritytextstructureanalysiskeywordsandphrasesstudygrammaticalstructuresDifficultPointsforTeaching:Keywordsandphrases:acquaintancebelovedclassiccompeteembarrassexecutivefavoritefinanceinquiryinstantlymanufacturemarriedmonthlyoddoptionreplacereplacementretirestocksurviveand(all)heeyepickoutstayupstraightenout…2.Structure:Learntorewritethefirstsentencebelowintothesecondone.（1）Youcouldhavepickedhimoutinaminutefromalineup.3.Textanalysis《大學(xué)英語(全新版)》綜合教程2（第二版）《新視野大學(xué)英語》聽說教程2一、教學(xué)目的和要求：通過第二冊(cè)學(xué)習(xí)，學(xué)生詞匯量增至3500左右，掌握詞匯的用法和句型結(jié)構(gòu)；能聽懂英語講課及簡短會(huì)話，抓住中心大意，能用英語提問并回答課文有關(guān)問題；能閱讀與本冊(cè)語言難度一般普通題材的文章，能在閱讀使用基本的閱讀技巧和方法；能夠就所學(xué)內(nèi)容在半小時(shí)內(nèi)寫出100詞的文章，內(nèi)容連貫，語法較正確；能譯出句子結(jié)構(gòu)不太復(fù)雜的漢語，譯文達(dá)意。教學(xué)重點(diǎn)：詞匯用法、語法點(diǎn)、句型結(jié)構(gòu)教學(xué)難點(diǎn)：文章寫作結(jié)構(gòu)分析教學(xué)方法：課堂講授，提問，練習(xí)二、內(nèi)容提要：教學(xué)內(nèi)容小計(jì)綜合教程2第二冊(cè)學(xué)時(shí)聽說教程2第二冊(cè)學(xué)時(shí)Unit1WaysofLearning6Unit1InternationalClockTalk410Unit2Value6Unit2AllthatGlittersIsOlympicGold!410Unit3TheGenerationGap6Unit3ProsandConsofMixedMarriages410Unit4TheVirtualWorld6Unit4AHunkofBurningLove410Unit5OvercomingObstacles6Unit5EnoughofWorriesandTears410四級(jí)訓(xùn)練10010總復(fù)習(xí)404合計(jì)442064三、課程內(nèi)容的基本要求Unit1WaysofLearningTextALearning,Chinese-StyleTeachingAims1.tograspthemainideaandstructuresofthetext2.tomasterthekeylanguagepointsandgrammaticalstructures3.toappreciatethedifferencebetweencomparisonandcontrastTeachingPriorities1.textstructureanalysis2.keywordsandphrasesstudy3.grammaticalstructures4.acomparisonandcontrastwritingstrategy5.readingcomprehensionDifficultPointsforTeaching:1.Requireallstudentstorememberwellandmakegooduseofthefollowingwordsandphrases:accomplishapplyassistattachawaitcontinualcontrastcriticalemergeenormousevolveexaggerateexceptionextremeinitialinsertinvestigateneglectoccasionperformancephenomenonprincipalprioritypromoterelevantsomewhatsummarizesuperiorvalidworthwhilefindone'swayinduecourseinretrospectmakeupfornotintheleastonoccasiononone'sownontheotherhandpickupworkon2.Structure:(1)somuchsothat(2)assuming(that)…3.TextanalysisUnitTwoValuesTextATheRichestManinAmerica,DownHomeTeachingAims1.tograspthemainideaandstructureofthetext2.toappreciatethespokenEnglish3.tomasterkeylanguagepointsandgrammaticalstructuresinthetextTeachingPriorities1.textstructureanalysis2.keywordsandphrasesstudy3.grammaticalstructure4.writingainvitationletterDifficultPointsforTeaching:1.Requireallthestudentstorememberwellandmakegooduseoffollowingwordsandphrases:aboardcheerfulcultivatedeservediscountexecutiveheadlinetreatmentliablelocalloyaltyqualifyrallyremotereserveretirewardscholarshipstocksystemblendinby/fromallaccountscomeaboardgetawaywithholdtolaydownmakeupontherunopenupsteerclearofthrowone'sweightaround2.Structure:(1)inversion(“only”)(2)theway(inwhich)…3.TextanalysisUnit3TheGenerationGapTextAFatherKnowsBetterTeachingAims1.understandthemainidea(Fathermeddledinchildren’saffairswithgoodintentions,butonlytofindhiseffortsunwelcome)andstructure(threesettings,threescenes)ofthetext2.appreciatethebasicelementsofaplay.3.graspthekeylanguagepointsandgrammaticalstructuresinthetext.4.conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.TeachingProducethemajorcomponentsofaPlay:characters,settings,stagedirections,language,conflicts,climax,andtheme.3.letthestudentsbefamiliarwithsocialtermsindramas,suchas,excepttheabove,atrise,inunison,lightsc9ome,curtain,etc.4.studentsidentifythecharactersinthisplay.5.studentsreadthedirectionsforTextOrganization(Ex.1&2),thenscantheplaytodivideitintothreeparts.6.explainthefuncti0nsofstagedirections:tosetupstagepropertiesintheproperplace;toindicateachangeinsetting;todirectactors’movement,gesture,facialexpression,toneofvoice,etc.Thendrawthefollowingillustrationontheblackboard:UpLeftUpRightStageLeftCenterStageStageRightDownLeftDownRightA-U-D-I-E-N-C-E7.textstructureanalysis.8.languagepointsstudy.DifficultPointsforTeaching:1.Requireallthestudentstorememberwellandmakegooduseofthefollowingwordsandphrases:betcommunityconsistconstantdistractdumbembarrassexceptiongloriousinterferencefadefrankexecutiveexhaustinterruptjuniorlocationoverallproofrepeatedlyswallowtalentwelfareatanyratecomeoverconsistoffillouthanddowninchargeofinunisonkeepinsuspenseknowbetterthannarrowdowntradefor2.Structure:(1)sentencesledby“whatever”(2)knowbetterthanto3.TextanalysisUnit4TheVirtualWorldTextAAVirtuallifeTeachingAims1.tograspthemainideaandstructureofthetext.2.tomasterthekeylanguagepointsandgrammaticalstructureinthetext.3.tolearnsomerulesofinterpretingnewvocabularyandusagerelatedtocomputersandtheInternetinEnglish.TeachingPriorities1.textstructureanalysis2.languagestudy3.anarrativewritingstrategy4.grammaticalstructuresDifficultPointsforTeaching:1.Requireallthestudentstorememberwellandmakegooduseofthefollowingwordsandphrases:abuse