1、1大学英语预备级课程教学大纲课程编号：34152制定单位：外国语学院制 定 人（执笔人）：潘克栋审 核 人：张建丽制定（或修订）时间：2007 年 6 月 14 日 江西财经大学教务处2大学英语预备级课程教学大纲一、 课程总述本课程大纲是以江西财经大学 2006 级专业培养方案为依据编制的。课程名称 大学英语预备级 课程代码 34152课程性质 公共基础课 先修课程 高中英语总学时数 33 周学时数 3开课院系 外国语学院 任课教师 潘克栋、李锋、林磊、欧阳翠凤等编 写 人 潘克栋 编写时间 2007 年 6 月 14 日课程负责人 潘克栋 大纲主审人 张建丽使用教材(1)新视野大学英语预备
2、II 读写教程，外语教学与研究出版社， 2002 年 7 月第一版(2)新视野大学英语预备 II 综合训练，外语教学与研究出版社， 2002 年 7 月第一版(3)新视野大学英语预备 II 读写教程，外语教学与研究出版社， 2006 年 5 月第一版 Online Course教学参考资料(1)新视野大学英语预备 2 读写教程教师用书，外语教学与研究出版社， 2002年 7 月第一版(2)校园网提供的各种资源；根据课文内容增加的网络阅读材料课程教学目的预备二级的词汇起点为 1300 单词左右，掌握新词 1000，累计领会式词汇达到 3200，其中复用式词汇 2000 单词。具体标准：读：阅读速
3、度达到 100wpm，准确率为 75%。完成总阅读量 4 万 如：能较准确地理解阅读篇幅超过 1000 字以上的英美报刊一般性文章。听：能听懂语速每分钟 110wpm 的一般性会话、报道和讲座。如：能听懂慢速英语新闻、专题报道等的广播及电视节目。说：能就一主题或图片或所学课文内容进行连续 3 分钟左右的陈述。如：能就所学的语言知识就讨论的话题流利地发表自己的想法、对所看图片进行描述性的陈述。写：能在 30 分钟就各种题材写出 100 词的短文，内容完整，语法正确，条理清晰，句子连贯。译：翻译一定难度的英语文章段落，速度每小时约 250 词，翻译题材熟悉的汉语文章段落，速度为每小时约 210 词
4、。课程教学要求读：a)能正确朗读 Text A，并能背诵有关规定的段落；b)教师应利用一定的课堂时间讲解和介绍快速阅读的方法和技巧，尤其是skimming 和 scanning 的阅读方法，指导学生课外完成预备 II快速阅读，在阅读生词不超过总数 3%的材料时，读速应达到每分钟 70 个词，阅读理解的准确率不应低于 70%。 写：a)能运用学到的语言知识和每单元所学到的写作技巧，写出符合语言规则的句子，且能联句成段；b)能用英语简单描述自己身边所发生的事，并能以日记形式写下来。 译：a)能正确翻译 Text A 和 Text B 中的有关句子（英译汉）；b)能根据已学到的语言知识或所给的英语词
5、汇，翻译句子或段落（汉译英）。33 教学方法与教学活动：1) 课堂讲解，师生互动；2）在教师指导下，以学生为中心，课内开展与所授课文有关的各种有趣活动；3）巧妙地纠正学生的语音语调和语用错误； 4）指导学生收听课外英语调频节目；5）指导学生使用基于网络计算机英语学习系统，培养自主学习能力；6）加强积极词汇的训练；7）逐步培养学生灵活使用各种英语学习的策略。本课程的重点和难点打好语言基础大学英语教学必须把重点放在大好语言基础上。语言基础包括语言知识和语言应用能力，前者指语音、语法和词汇等方面的知识，后者指综合运用这些知识进行读、听、说、写、译等语言活动的能力。正确的语音语调、扎实的语法、一定的词
6、汇量和熟练的词汇运用能力的提高有助于提高外语学习的效率，有利于提高语言应用能力。语言应用能力的提高也必将促进语言知识的加深和巩固。 （一）正确处理阅读与听、说、写、译的关系 阅读是掌握语言知识、打好语言基础、获取信息的重要渠道。阅读能力是大部分大学生今后工作所需的主要语言技能。在大学英语教学中要始终注重阅读能力的培养。从语言学习的规律来看，英语应用能力的提高是建立在大量的语言输入，尤其是大量的阅读的基础之上的。但是，随着国际交往的日益扩大，全面提高大学生的听、说、写、译等技能已越来越重要。同时，英语应用能力是各种语言技能的综合反映，这些技能是相辅相成、互相促进的。在具体的教学过程中，读、听、说
7、、写、译的训练可以根据学生的特点和需要有所侧重，但要做到协调发展。在培养读、听、说、写、译各项技能时，既要强调掌握和应用语言知识的准确性，又要注意应用语言时的流利程度和得体性。 （二）创造良好的语言环境，充分利用现代化的教学手段 开展丰富多彩的英语课外活动有利于提高学生学习英语的兴趣和积极性。因此，要积极优化校园英语学习环境，通过英语报刊、英语广播、英语角、英语演讲、英语竞赛等形式多样的课外活动，使学生有更多的接触英语的机会。 课程考试闭卷考试。总分 100 分。其中：平时：20% ( presentation 10%，classroom performance 10%) 笔试： 80%考试内
8、容包括词汇，读，写，译教学评估分过程性评估和终结性评估两种。过程性评估包括学生自我评估，学生相互间的评估，教师对学生的评估，教务部门对学生的评估等。通过课堂活动和课外活动的记录、网上自学记录、学习档案记录、访谈和座谈等形式对学生学习过程进行观察、评估和监督，促进学生有效的学习。这种过程性评估在实行以学生自主学习为特点的多媒体教学中尤为重要。终结性评估是指期末课程考试和能力水平考试。即使作为一种定量测试手段，这种考试也应以评价学生综合应用英语的能力为主。但是，这种考试不应以学生所获得的读写译考试成绩来代替或平衡听说成绩，反之亦然。同时采取平时成绩 20%加上期中期末两次考试综合成进行成绩的终结评
9、估。学校还组织学生参加全国大学英语四、六级统一考试。更加充分地考核学生实际能力。4二、教学时数分配教学时数分配章目 教学内容课堂讲授 实验（上机）Opening Teaching planRequirements1Unit one Unit One Going Out on Dates 5Unit two Unit Two Home 6Unit three Unit Three More the Same than Different 6Unit four Unit Four The Letter 6Unit Five Unit Five Making a Genius of Myself?6
10、汉译英技巧 翻译基本概念及基本技巧 1Unit1-5 Review 2合 计 33三、单元教学目的、教学重难点和内容设置Unit One Going Out on DatesText A Going Out on Dates1. Learning Objectives:Students will be able to:1. grasp the main idea and structure of the text;2. Discuss the main problems in Going Out on Dates, giving some tips for studying.3. master
11、 the key language points and grammatical structures in the text; Grasp structural items: using a present participle phrase; the usage of “not onlybut also”4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.2. Pre-reading Tasks:1. Discussion: W
12、hat bugs you most in Going Out on Dates?(1) Ask several Ss to report their respective difficulties.(2) Tips for learning: Make your mouth or hand do what your mind is learning / Study day-by-day. / Occasionally go back and review old topics and vocabulary. / Dont be 5afraid to make mistakes.2. Spot
13、Dictation: listen to a passage and filling the missing words.3. Lead-in Discussion: E-learn and E-teacher (on-line course), computer-assisted language teaching, which do you prefer? e-problemsthe new technologies probably will not replace the teachers, but will supplement their efforts.3. While-read
14、ing Tasks:1. T asks Ss to survey the text within three minutes and find out the main idea:- The questions are open-ended with no right or wrong answers. The students can get their answers from personal experience or from what they have heard.2. T draws Ss attention to the topic sentence in each para
15、graph, then leads them through General statement (Topic) to Specific statements: In this way Ss will have a better understanding of the text structure and the structured writing as wellinduction and deduction- The text can be divided into four parts, as can be easily seen from the subtitles provided
16、 by the author.3. T explains the language points in Parts I-IV, and has Ss practice them.4. Ss form groups to discuss what your parents would think if you had a girl/boy friend?4. Language Points5. Post-reading Tasks:1. T guides Ss through some after-text exercises.2. T checks on Ss home reading (Te
17、xt B).3. T asks Ss to prepare for the next unit: preview Text A.Unit Two How to create their own ideal homesText A Home1. Learning Objectives:Students will be able to:1. understand the main idea and structure of the text;2. learn some techniques in narrative writing in the order of time and sequence
18、3. grasp the key language points and grammatical structures in the text; the usage of “as“ and “while“.4. conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.2. Pre-reading Tasks:1. Listen to a clip “a quiet hour”. Then T asks Ss the following qu
19、estions： Are you familiar with the phenomena of “kicking football”? What do you think about it? Do you have a voice in your family? Why or why not? generation gap? whats the source of the problem? And its solution?2. Free writing: 1）Ss are given ten minutes to free write, beginning with the sentence
20、: “I 6really dont want to / want to tell my parents what is disturbing me because ”2）Ss exchange their papers with at least three fellow Ss, noting down reasons given by the others as to why they make such a choice.3. T asks several Ss to report to class the reasons for not sharing or sharing their
21、secrets with their parents given both by him or by others.4. T may move on to Text A by saying: “There is no place like home”.While-reading Tasks:1. T asks Ss to survey the text within three minutes and find out the main idea:- The question is about what a house means to every one of us2. Background
22、 material: Rock Music; Green Waves3. T draws Ss attention to the Sequence of Time and Space: such as at first, then, after, etc. In this way Ss will have a better understanding of the text structure and the structured writing as well narration in the in the order of time and sequence- The text can b
23、e divided into four parts, as can be easily seen from the subtitles provided by the author.4.Ss form groups to discuss what are the differences between “home” and “house”. How do you like your home? Do you like your house? 5.Conclusion: Father / Mother, if I were you5.Language Points:6.Post-reading
24、Tasks:1. Finding out definitions for “blind spot”, “global positioning system”, “atomic clock”, “telematics” and “automated driver”.2. T guides Ss through some after-text exercises.3. T checks on Ss home reading (Text B).4. T asks Ss to prepare for the next unit: preview Text A.Unit Three More the S
25、ame than DifferentText A More the Same than Different1. Learning Objectives:Students will be able to:1. grasp the main idea and structure of the text;2. realize the importance of examples in illustrating ones points;3. master the key language points and grammatical structures in the text; grammar: t
26、he usage of conjunction “even though“ and the usage of the shorter adverbial clause 4. conduct a series of reading, speaking and writing activities related to the theme of the unit.2. Pre-reading Tasks:1. T asks Ss the following questions on the clip of More the Same than Different: What was the for
27、mer Soviet Union? The deep caring that they have for each other remains unsaid. To expose that deep feeling we have for some people is really hard for us. Give the Ss several minutes to write their arguments about the topic “I Found It Difficult for Me to Express My Deep 7Caring because”- Then illic
28、it them to think the question: But what happens if the other person doesnt know they mean that much to you? 2. Spot Dictation: listen to a passage and filling the missing words.3. T may move on to the text by saying: This lesson well learn about a fathers behaviors through which he extends his compa
29、ssion to his son silently. As is said in a Chinese proverb: Now the wordless power is stronger than the wording power.(此时无声胜有声)3. While-reading Tasks:1. T guides Ss through the instructions for Comprehension of the Text Exercise II to learn about the text structure.2. Background Material: Soviet Uni
30、on; baseball3. T explains the language points in Parts I-IV, and has Ss practice them.4. Ss do Text Structure Analysis. At the end, T draws Ss attention to the importance of examples by saying: Suggestions without examples are dry and hard to understand; suggestions with examples are comparable to b
31、ones covered with flesh. It is also a good idea to start an article with an example that is relevant to readers life and interests, like the author did in this text.4. Language Points5. Post-reading Tasks:1. Learning about writing strategy.2. T guides Ss through some after-text exercises.3. T checks
32、 on Ss home reading (Text B).4. T asks Ss to prepare for the next unit: preview Text A.Unit Four The Letter Text A The Letter1. Learning Objectives:Students will be able to:1. grasp the maim idea and structure of the text;2. understand the skills of writing detailed arguments supporting the general
33、statement; Paragraph developing skills: cause and effect.3. master the key language points and grammatical structures in the text; Learn structure of v-ing and inversion.4. Develop the skills of translation.5. conduct a series of reading, listening, speaking and writing activities related to the the
34、me of the unit.2. Pre-reading Tasks:1. There goes a saying like “ You never get a second chance to make a first impression.” Let Ss watch a movie clip about a job interview. Then T asks Ss the following questions: Are you and your middle school classmates still writing to each other now? Why?2. Anot
35、her tip for making a good friendship: If you want to win friends, make it a point to remember them. If you remember my name, you pay me a subtle compliment; you indicate that I have made an impression on you. Remember my name and you add to my feeling of importance.”83. Spot Dictation: listen to a p
36、assage and filling the missing words.4. T may move on to Text A by saying: Next well continue our exploration of the tips for making a good impression by studying an experts advice.3. While-reading Tasks:1. T guides Ss through the instructions for Comprehension of the Text Exercise II to learn about
37、 the text structure. The writer successfully presents the reader his ideas through the device of listing.2. T explains the language points in Parts I-III, and has Ss practice them.3. understand the skills of writing detailed arguments supporting the general statement; Paragraph developing skills: ca
38、use and effect.4. Language Points: 5. Post-reading tasks:1. T guides Ss through some after-text exercises.2. T checks on Ss home reading (Text B).3. T asks Ss to prepare for the next unit: preview Text A.Unit 5 Making a Genius of Myself?Text A Making a Genius of Myself?1. Learning ObjectivesStudents
39、 will be able to1. grasp the main idea and structure of the text;2. grasp the skills in writing a problem-solution pattern article;3. master the key language points and grammatical structures in the text; The usage of “despite“.4. conduct a series of reading, listening, speaking and writing activiti
40、es related to the them of the unit.2. Pre-reading Tasks1. Todays topic is about Education, how the parents take pain to teach and educate their children. 3. Spot Dictation: listen to a passage and filling the missing words.4. T may move on to Text A by saying: What do your parents expect you to be a
41、nd you expect yourself to be? 3. While-reading tasks1. T guides Ss through the instructions for Comprehension of the Text Exercise II to learn about the text structure.2. T explains the language points in Parts I-IV, and has Ss practice them.3. understand the skills of writing detailed arguments sup
42、porting the general statement; Paragraph developing skills: cause and effect.4. Language Points5. Post-reading tasks1. Students form pairs to discuss the following questions:- What attitudes should we cultivate to deal with the infected people?2. Teacher helps students along through some after-text exercises.3. Teacher checks on students home reading.94. Students do Part IV: Theme-Related Language Learning Activities.
