《大学英语》课程教学大纲A.pdf

《大学英语A(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 Enzlish 三、课程管理院（系）及教研室外语学院大学英语教研室因、大说明 1、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(《班)学生，要求学生在网上自主学完牧材第一用，误堂教学从第二册开始。 2、学时与学分数：学时为周四，第一学期为56学时，第二、三、四学明分别为64学时，共计学时248，学分16分 3 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恭础深程。大学英语是以英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节面的信息交流，同时增强其自主学习能力，提高综合文化素养，以适应腹国杜会发展和国际交流的要。因班学生英语基础较好，从教材算二册开始学习。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，达到国家教育部布的《大学英语课程要求》中的一般要求，部分学生能达到（伏学英蹈深程要中的较高要求。 ,先行、后续程学生完成了高中阶段的英语学习，掌握了000左右词汇，具备了一定的英语学习基础.在学完大学英语课程后，学生可选择英语提高课。 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休自主学习中心学生的自主学习记录相结合的形式进行，竖持教考分离制度，学生必须参加所这英语课程的考试，考试不及格者重悠。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(1%)、五部分组成。口语考试(1%)。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。第一学期：Bok2 unitl-unit6 第二学期：B6ok3 unitl-unit8 第三学期：B0ok4 unitl-unit8 第四学期：Book5nitl-unit8 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，自学内容拿入期末老试中。学期 Unit I Ways of Learning [教学目的1：。pw )and s e can st the b)App by-point Master the key language points and gramn d uct a senes [教学重点与难点]：portant langua8 point5 in the tex对

《大学英语 A(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 1、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（A 班）学生，要求学生在网上自主学完教材第一册，课堂教学从第二册开始。 2、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。 3、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A班学生英语基础较好，从教材第二册开始学习。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，部分学生能达到《大学英语课程要求》中的较高要求。 4、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。在学完大学英语课程后，学生可选择英语提高课。 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，考试不及格者重修。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 2 unit1-unit6 第二学期：Book 3 unit1-unit8 第三学期：Book 4 unit1-unit8 第四学期：Book 5 unit1-unit8 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 Ways of Learning [教学目的]： Students will be able to: a) Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); b) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (pointby-point method or one-side-at-a-time method); 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]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学，自主学习中心教师辅导。 [教学时数]： 6 periods 1st and 2 nd Periods Step One Summarize in English: Listen to the following quotation from 《文汇读书周报》（"自主教育：‘管’还是‘不管’"）， take some notes, and then T will invite some Ss to summarize in English how Chen Yuhua’s parents handle her education. Step Two Song Listening: Listen to the song and answer the questions according to it. -Who should teach whom? Is learning a one-way street? -Can you guess what the theme of this unit, ways of learning, refers to? Step Three Skimming 1) Ss skim Para1-5 and be ready to answer questions: 2) T asks some S pairs to report to the class, one asking the above questions and the other providing the answers. 3) T tells Ss that there are many ways of introducing a topic. Ss will decide which way is adopted by Howard Gardner: Step Five Text organization. Assignments 1 Dictionary work: consult the dictionary and master the newly-learned vocabulary. 2 Sentence translation: translate the five sentences in the first part of text. 3rd and 4th Periods Step One Word Study bustle attach not in the least assuming that.: superior emerge pick up initial somewhat on occasion neglect throw/shed/cast light on apply on one’s own in due course critical in retrospect performance so much so that priority Step Two Comparison and Contrast Step Three Sum up the contrast between Chinese and Western ways to learn to fulfill a task: Sum up the contrast between the Chinese and Western attitudes toward creativity and basic skills Assignments 1 Review the vocabulary and the difficult sentences. 2 Essay writing: How I Learn at College At least five new vocabulary on p13 should be included in the writing. 5th and 6th Periods Step One Conclusion Without conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, unit3, Book1 ends by giving a simile, comparing scientific research to mountain climbing, "a process filled with disappointments and reverses, but somehow we keep moving ahead." In this text, the author makes a suggestion in the form of a question. Step Two Learn to use reflexive pronouns: Oneself; by oneself; on one’s own Step Three Check the translation work, emphasizing the important points. Step Four Debate: Should we develop children’s creativity first or train them in basic skills first? Step Five Check the home-reading Step Six Review what has been learnt in Unit1 Assignments

1 Preview Unit2, collecting stories, news reports, pictures, books of rich people. 2 Create a short story with the given words: discount, treatment, reporter, loyalty, reward, deserve Unit 2 Values [教学目的] Students will be able to: a) Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); b) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method); 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]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学，自主学习中心教师辅导。 [教学时数] 6 periods 1st and 2 nd Periods Step One Passage listening Listen to the recording two or three times and then try to answer the f questions. Step Two Cloze B(p48) Step Three Discussion and presentation: Rich people I know Step Four Text Organization Step Five Vocabulary preparation 1) Pronunciation 2) Exercises p43 Assignments 1 Remember the vocabulary 2 Summarize the text. (200 words) 3rd and 4th Periods Step One Word study discount treatment by/from all accounts blend in/into throw one’s weight around reserve hold to on the run steer clear of be liable to as laid down.: cut prices and margins to the bone qualify and the like cultivate reward retire deserve Step Two Find synonyms or synonymous phrases for "down-home" Step Three Indirect description in portraying a person Assignments 1 Revise the notes 2 Finish the exercises 5th and 6th Periods Step One Translation (p49) Step Two Check the exercises Step Three Write invitations(p61) Formal invitations and formal acknowledgements Informal invitations and informal acknowledgements Sample letters Step Four Listening Practice

Step Five Check on Ss’ home-reading Step Six Extra reading: find some articles from recent magazines for Ss to read. Assignments Ss preview the next unit. Unit 3 The Generation Gap [教学目的]: Students will be able to: a) Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); b) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method); 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]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学，自主学习中心教师辅导。 [教学时数]: 6 periods 1st and 2 nd Periods Step One Pair interview Step Two A brief introduction to plays Step Three Text organization Step Four Arrangements for Ss’ stage performance: Assignments Understand the text and prepare for the performance. 3rd and 4th Periods Step One Stage performance Three groups go to the stage to act out the play. Judges take notes. Step Two embarrass dumb in unison consist of a man-to-man talk fade trade sth. for sth. else keep/leave sb. in suspense interrupt distract glorious hand down Why back in my day at any rate welfare narrow down exhaust come over interference constant fill out talented Step Three Conflicts of the play Assignments 1. Review the words; 2. Do after-class exercises. 5th and 6th Periods Step One Theme of the play Step Two Understand the characters in the play Step Three Check the exercises, pointing out the common errors. Step Four Ss finish translation exercises, and T helps Ss to grasp the usages of some words and phrases. Step Five Check Ss’ home-reading Assignments: 1 Writing: Suppose you are Father, briefly narrate the three stories from your understanding. 2 Review the unit

3 Preview Unit4. Unit 4 The Virtual World [教学目的]: Students will be able to: a) Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); b) Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method); 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]：教学采用交互式、讨论式、启发式等教学方法激励学生的学习，手段为多媒体教学，自主学习中心教师辅导。 [教学时数]: 6 periods 1st and 2 nd Periods Step One Listen to the poem Surfing the Internet and answer the questions. Step Two Ss look at the theme of this unit (The Virtual World) and the title of Text A (A Virtual Life), then try to: -find antonyms of "virtual world" and "virtual life"; -suggest synonyms for "virtual world" -say what people can do on the Internet. Step Three Imaginative writing Step Four Text organization Assignments 1 Read aloud para1 and learn it by heart. 2 Study the new words. 3rd and 4th Periods Step One Word study virtual interpret stretch submit edit at times take in spit on line symptom conversely but then jar suck in in sight emotional cue routine rely on/upon abuse restore arrange interview appointment tune Step Two Structure 1 They are not useful to me. →They are of no use to me. 2 find oneself +adj./ past participle/ present participle Step Three Text study Assignments 1 Revise the class notes 2 Finish the after-class exercises. 5th and 6th Periods Step One Ss re-read para4-10, work in pairs to find out consequences of "my" virtual life, using the structure of "find oneself." Step Two Translation p116 Step Three Learn some computer-related vocabulary items Step Four Writing Write an essay entitled The Internet Will Isolate Us from One Another or The Internet Will Not Isolate Us from One Another. Assignments 1 Review the unit 2 Review what has been learnt in Unit1-4