《大学英语》课程教学大纲B.pdf

《大学英语B(全新版)教学大纲、课程代码 33010001 二、课程名称《大学英语》 (1)中文名《大学英语》 (2)革文名 College English 三、课程管理院（系）及教研室：外语学院大学英语教研室四、大纲说明适用专业、层次大学英语实行分级教学，本大纲适用于06级非英语专业的大学英语(B班)学生。 1、学时与学分数：学时为周四，第一学期为56学时，第二、三、四学期分别为64学时，共计学时248，学分16分 2、课程的性质、目的与任务大学英语教学是高等教有的一个有机组成部分，是大学生的一门必修的基础课程。大学英语是以英语语知识与应用技能、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。大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力，提高综合文化煮养，以适应我国社会发展和国际交流的需要。因B班学生英语基础一般，在通过两年的大学英语学习后，学生在听、说、读、写、译各个方面能有所提高。达到国家教有部额布的《大学英语程要求》中的一般要求。 3、先行、后续课程：学生完成了高中阶段的英语学习，掌握了2000左右词汇，具备了一定的英语学习基础。对学有余力的学生可选英语提高课。 5、考试方式与成绩评定大学英语测试采用笔试和口试与多媒体自主学习中心学生的自主学习记录相结合的形式进行，坚持教考分离制度，学生必须参加所选英语课程的考试，考试不及格者补考，期末考试分为笔试与口试两大部分，笔试部分由听力(30%)、阅读(30%)、英汉互译(10%)、语法词江 (10%)、写作(10%)、五部分组成。口语考试(10%)。口语考试中，学生按每三人一组进行，两名教师同时对他们的口头表达进行综合评分。考试形式分为：朗读、对话、主题讨论。笔试和口试均围绕视听说和读写译教材展开。五、纲目第一学期：B0ok1 unitl-unit6 第二学期：Book2 unitl-unit? 第三学明。B003 unitl-unit? 第四学期：B0ok4 unit1-unit7 每册书的剩余单元由学生通过安装在教学网络平台上的教学软件自主学习，教师给子指导，自学内容拿入期末考试中 sence of writing is to write what one enjoys writing)and structure of the text (narration d)to the theme of the unit 【教学重点与难点]：Important language points in the text [教学方法与手段]：采用交互式、讨论式、启发式等教学方法，运用多媒体教学，白主学习中心教师辅导 [教学时数]：6 periods 1st and 2nd Periods

《大学英语 B（全新版）教学大纲一、课程代码 33010001 二、课程名称《大学英语》（1）中文名《大学英语》（2）英文名 College English 三、课程管理院（系）及教研室：外语学院大学英语教研室四、大纲说明适用专业、层次大学英语实行分级教学，本大纲适用于06级非英语专业的大学英语（B 班）学生。 1、学时与学分数：学时为周四，第一学期为56学时，第二、三、四学期分别为64学时，共计学时248，学分16分。 2、课程的性质、目的与任务大学英语教学是高等教育的一个有机组成部分，是大学生的一门必修的基础课程。大学英语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。大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，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。因B班学生英语基础一般，在通过两年的大学英语学习后，学生在听、说、读、写、译各个方面能有所提高。达到国家教育部颁布的《大学英语课程要求》中的一般要求。 3、先行、后续课程：学生完成了高中阶段的英语学习，掌握了2000左右词汇，具备了一定的英语学习基础。对学有余力的学生，可选英语提高课。 5、考试方式与成绩评定大学英语测试采用笔试和口试与多媒体自主学习中心学生的自主学习记录相结合的形式进行，坚持教考分离制度，学生必须参加所选英语课程的考试，考试不及格者补考。期末考试分为笔试与口试两大部分。笔试部分由听力（30%）、阅读（30%）、英汉互译（10%）、语法词汇（10%）、写作（10%）、五部分组成。口语考试（10%）。口语考试中，学生按每三人一组进行，两名教师同时对他们的口头表达进行综合评分。考试形式分为：朗读、对话、主题讨论。笔试和口试均围绕视听说和读写译教材展开。五、纲目第一学期：Book 1 unit1-unit6 第二学期：Book 2 unit1-unit7 第三学期：Book 3 unit1-unit7 第四学期：Book 4 unit1-unit7 每册书的剩余单元由学生通过安装在教学网络平台上的教学软件自主学习，教师给予指导，自学内容拿入期末考试中。第一学期 Unit 1 Growing Up [教学目的]: Students will be able to: a) grasp the main idea (the essence of writing is to write what one enjoys writing) and structure of the text (narration in chronological sequence); b) appreciate the narrative skills demonstrated in the text (selection of details, repetition and the use of synonyms.) c) master the key language points and grammatical structures in the text; d) conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点]: Important language points in the text [教学方法与手段]：采用交互式、讨论式、启发式等教学方法，运用多媒体教学，自主学习中心教师辅导。 [教学时数]:6 periods 1st and 2 nd Periods

Step One Group Discussion on Growing Up 1 Group Division (based on students’ birthdays): 2 Presentation: one member of the group reports their understanding of Growing Up. Step Two Song Listening 1 Explanation 2 Question: What dose Lennon think of Growing Up? Step Three 1 Prediction 2 Skimming 3 Retelling Assignments 1 New words and expressions Ex. 1.2.3 2 Preview the text 3rd and 4th Periods Step One Cultural notes: 1 The art of eating spaghetti 2 What American teachers wear in school 3 Grade schools in the US: Step Two 2 Word study: bore associate anticipate reputation severe due recall turn in hold back career Step Three Dictionary work: Students consult dictionaries to learn the new words. Assignments 1 Review the vocabulary 2 Ex: Translation 3 Writing: Read p28 (Writing Strategy), and write an essay in 150 words or so about the most impressive experience in the college entrance examination. 5th and 6th Periods Step One Grasping the structure of the text Step Two Sentence Understanding 1 The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn’t until my third year in high school that the possibility took hold. 2 I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write. 3 When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. 4 I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed. 5 This title produced an extraordinary sequence of mental images. 6 I was preparing myself for a command to report to Mr. Fleagle immediately after school for discipline. 7 In the eleventh grade, at the eleventh hour as it were, I had discovered a calling. Step Three Text Analysis Questions Step Four Grammatical Structure Step Five Synonymous Words or Phrases Step Six Writing Improving Step Seven Homework Checking Step Eight Group Discussion Step Nine Preview Unit2. Assignments 1 Study the vocabulary of Unit2 2 Finish all the exercises. 3 Study Text B. Unit 2 Friendship [教学目的] Students will be able to: a) grasp the mail idea (never delay expressing your true feelings to a friend) and structure of the text (developing a story around a letter); b) appreciate that spoken English is much more informal than written English; c) master key language points and grammatical structures in the text; d) conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点]: Important language points in the text

[教学方法与手段]：采用交互式、讨论式、启发式等教学方法，运用多媒体教学，自主学习中心教师辅导。 [教学时数]: 6 periods 1st and 2 nd Periods Step One Survey-Do you often write letters to friends? Step Two Song Listening Listen to the song and answer questions Step Three Cultural Notes Halloween Trick or treat Smell my feet Give me something to eat Step Four General Impression 1 Main idea of the text 2 Contents questions Step Five Text Structure (Ex p39) 1 Answer the clue questions 2 Divide the text into three parts and give the main idea of each part. Step Six Pronunciation Practice Assignments 1 List the difficult word or phrases in the text and find their proper meaning with assistance of the dictionary. 2 Ex vocabulary p43-46 3rd and 4th Periods Step One Skimming Questions Step Two Word Study available estimate kind of/ sort of a couple of come up urge postpone reunion go by hang out every now and then choke up destination skip correspondence Step Three Language Style 1 T reads out the following sentences and Ss try to find out sentences of similar meaning in the text: 2 Question: Which sentences are more colloquial? Assignments 1 Ex p45-47 2 Writing: read p56 and write a letter to the teacher, saying anything you want to say. 3 Learn Part2,3 5th and 6th Periods Step One Ways to Keep a Conversation Going From the text we can conclude that the narrator is very good at keeping the conversation going. Ss try to find the relevant examples. Step Two Translation (p49) Step Three Discussion: What’s your idea of friend ship? How important are friends to you? Step Four Comments on Ss’ Writing Take one or two pieces of work as example, praising the appreciable points and correcting the common errors. Step Five Homework Checking Assignments 1 Read Text B 2 Review Text A, mark the confusing points. 3 Study the vocabulary of Unit3 4 Look for the material about two great scientists: Stephen Hawking and Albert Einstein Unit 3 Understanding Science [教学目的]: Students will be able to: a) understand the main idea ( to ensure the survival of human civilization, measures must be taken to help the public understand science ) and structure of the text ( introducing a topic, developing the topic with supporting details, supplying a conclusion ); b) appreciate the style differences between narrative writing and expository writing; c) master key language points and grammatical structures in the text; d) conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. [教学重点与难点]: Important language points in the text. [教学方法与手段]：采用交互式、讨论式、启发式等教学方法，运用多媒体教学，自主学习中心教师辅导。 [教学时数]: 6 periods

1st and 2 nd Periods Step One Recording on Stephen Hawking 1 Play the tape twice, then ask the question. 2 Discuss some scientific and technological discoveries that have changed or will change the way people live. 3 Pointing at the discoveries noted down on the blackboard and ask questions. Step Two Cultural Notes 1 Stephen Hawking (1942-) 2 Frankenstein: 3 Albert Einstein (1879-1955) Step Three The Style Differences between Narration and Exposition. Step Four Text Structure Assignments 1 Study the vocabulary and Ex p72-76 2 Learn the first two paragraphs of the text by heart, or choose other interesting material to recite. 3rd and 4th Periods Step One Word Study attitude likely do without highly anyway put/turn the clock back proportion cut off bring about moreover rate ensure informed fit into entertain basis by rote in terms of in the form of precise sufficient convey put across .hence the sick joke. Step Two Questions on the text Step Three Debate: Should cloning of human beings be banned? Assignments 1 Dictionary work: With the help of the dictionary, Ss learn the rest of the new words in Part1. 2 Writing: Read Writing Strategy (p87), then pick one or two scientific discoveries that have great impact on our lives and write an essay on How science Changes Our Lives. 5th and 6th Periods Step One Sentence Structures Follow the examples and finish exercises (p76) Step Two Translation: Finish the paragraph translation in class, then one or two of the students will put down their work on the blackboard for the rest students to discuss its strength and weakness. Step Three Composition Correction Step Four Home-reading Checking Assignments 1 Study word formation and finish exercises: p74 2 Study antonyms and finish exercises: p75-76 3 Read Text B. 4 Preview unit4. 5 Try to find I have a dream (by Martin Luther King) and read it. Unit 4 American Dream [教学目的]: Students will be able to: a) understand the main idea (Tony Trivisonno realized his American Dream through his own efforts) and structure of the text (one part telling the story of Tony’s life and the other giving the author’s comments on it); b) learn to describe a person by his/her characteristic features, together with supporting details which demonstrate the features; c) grasp the key language points and grammatical structures in the text; d) conduct a series of reading, listening, speaking and writing activities centered upon the theme of the unit; [教学重点与难点]: Important language points in the text. [教学方法与手段]：采用交互式、讨论式、启发式等教学方法，运用多媒体教学，自主学习中心教师辅导。 [教学时数]: 6 periods 1st and 2 nd Periods Step One Cloze B (p106) Step Two Listening Practice: Listen to the interview twice and answer questions: Step Three Group Discussion Step Four Cultural Notes: 1 American Dream: 2 Immigrants: 3 Depression days:

Step Five Extra Reading Assignments 1 Learn a paragraph of I have a dream by heart. 2 Learn the vocabulary and the text. 3rd and 4th Periods Step One Time Sequence Step Two Text Structure The text can be roughly divided into two parts. The first part focuses on the life story of Tony Trivisonno. The second part gives the author’s reflections on the story of Tony. Ss give the main idea of each part. Step Three Word Study turn away work out assume weekly clean up down payment discard capacity turn down skilled wreck call on character pass away confidence amaze diet send for abandon property sponsor amuse approach create handle above all determination personnel Step Four Pairing: What does a gardener do? T stresses the importance of looking out for collocations in the course of reading. Assignments 1 Ex: Confusable Words and Structure 2 Test Yourself: p130-133 5th and 6th Periods Step One Main ideas for each part Step Two Details: 1 Scan the text again to find out all descriptions of Tony’s physical appearance. 2 Questions. Step Three Oral Practice Step Four Euphemism (p104) Step Five Translation Work (p107) Step Six Free Talk: 1 What is the author’s interpretation of the American Dream as illustrated in the story of Tony? 2 Do you think integrity, determination and hard work can take everyone from log cabin to White House? Why or why not? Step Eight Check on Text B Assignments 1 Finish all the exercises. 2 Home-reading: Text B 3 Learn the new vocabulary. 4 Use Internet or other resources to find an impressive love story, preparing to retell in class. Unit 5 Romance [教学目的]: Students will be able to: a) grasp the main idea (the nature of a heart is seen in its response to the unattractive) and structure of the text; b) appreciate the narrative skills demonstrated in the text (switch between tenses, change of narrators), some rhetorical devices (simile and metaphor) and the use of informal language in conversations; c) master the key language points and grammatical structures in the text; d) conduct a series of reading, listening, speaking and writing activities related to love and growth. [教学重点与难点]: Important language points in the text. [教学方法与手段]：采用交互式、讨论式、启发式等教学方法，运用多媒体教学，自主学习中心教师辅导。 [教学时数]: 6 periods 1st and 2 nd Periods Step One Story Telling: Some students tell the stories they have prepared. Each storyteller is supposed to add his/her comments on the story afterwards; hence the readers know why the story impresses him/her so much. Step Two Physical Response: T writes down some verbal phrases from the text on cards, hands them to several students, then asks them to perform, either alone or in pairs, for the rest of the class to guess what the corresponding verbal phrases are