1、大学英语课程教学大纲一、课程简介课程名称 大学英语英文名称 College English课程代码 1090030课程类别 公共基础课学分 4 学分 总学时 64 学时开课学期 三 修读类别 必修课开课单位 外国语学院适用专业 非英语专业先修课程 大学英语，主讲教师 大学英语第二教学部考核方式及各环节所占比例 考试课，平时 30，期末 70课程概要大学英语是非英语专业大学生的一门公共必修课程，是高等教育的一个有机组成部分。教学目的及要求大学英语的教学目标是帮助学生打下较扎实的语言基础，掌握良好的语言学习方法，增强自主学习能力，提高综合文化素养，使他们具有较强的英语综合应用能力，特别是听说能力，
2、能用英语有效地进行口头和书面的信息交流，以适应社会发展、经济建设和国际交流的需要。大学英语教学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，以遵循语言教学和语言习得的客观规律为前提，集多种教学模式和教学手段为一体的教学体系。教材及主要参考书1 李荫华主编（全新版） 大学英语综合教程第 3 册上海外语教育出版社 2002 年 7 月第一版2 虞苏美主编（全新版） 大学英语听说教程第 3 册上海外语教育出版社 2002 年 7 月第一版3 李荫华主编（全新版） 大学英语快速阅读教程第 3 册上海外语教育出版社 2002 年 9 月第一版参考书：1 季佩英主编（全
3、新版） 大学英语综合教程教师用书第 3 册外语教学与研究出版社 2002 年 7 月第一版2 虞苏美主编（全新版） 大学英语听说教程教师用书第 3 册上海外语教育出版社 2002 年 7 月第一版3 张成袆主编 大学英语语法手册上海外语教育出版社 2004 年第一版二、课程章节主要内容及学时分配Unit One Changes in the Way We LiveText A Mr. Doherty Builds His Dream Life (5 periods)Main Idea: Tolerance for solitude and energy made it possible for
4、 the writers family to enjoy their pleasant but sometimes harsh country life. Students will be able to appreciate the various techniques employed by the writer (comparison and contrast, topic sentences followed by detail sentences, use of transitional devices, etc.) Process of Teaching: 1. Warm-up:
5、Talk about the topic why people change their places of living.2. Explanation of new words and phrases, language points3. Exercises4. Fast ReadingFour passages of Unit OneDiscussed Questions: 1. Why do so many migrant workers move from the country to the city?2. Why do city people buy apartments or h
6、ouses in the suburbs or even in the countryside?3. Why are tours of Zhou Zhuang, Li Jiang or any other old town so popular? Why are tourists willing to pay for a night in a farmers house instead of a hotel?Text B American Family Life: The Changing Picture (1 periods)Writing Strategy Using comparison
7、 and contrast in essay writingComparing or contrasting enables us to understand each of the two things more clearly. So it seems natural to end a comparison and contrast paper with an insightful remark. Listening and Speaking Course Unit One Parents (2 periods)1. Practice listening to a long dialogu
8、e about love between a son and his mother. 2. Oral practicing: Pair work - Have a conversation about the moral responsibility of children to their parents, using the expressions provided.Unit Two Civil-Rights HeroesText A The Freedom Giver （5 periods )Main Idea: The author tells three stories about
9、the Underground Railroad and the early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement. When we learn a foreign language, we must also learn the culture of the speakers of that language. Text A is a good case in point.Pro
10、cess of Teaching:1. Introducing cultural background knowledge.2. Explanation of new words and phrases, language points3. Exercises4. Fast ReadingFour passages of Unit TwoDiscussed Questions:1. What are the special contributions of Abraham, John and Martin to the American nation?2. In what way did th
11、ey die? Text B The Dream, the Stars and Dr. King (1 periods)Writing Strategy Using library resourcesStudents will by now be used to using brainstorming to generate information on topics they write about. However, in writing about complex and serious issues, it is not expected to generate all the ide
12、as by brainstorming. By brainstorming, they can develop a general framework. Yet, that is not sufficient to write a paper on a serious and complex topic. They will find it necessary to do some library research on the issue. Listening and Speaking Course Unit Two Coincidence (2 periods)1. Listening t
13、o a long dialogue about a coincidence.2. Oral Practicing: Debating - Arguments for or against believing in the supernatural.Unit Three SecurityText A The Land of the Lock (5 periods)Main Idea: America is deteriorating into “the most insecure nation”. In addition to learning new vocabulary and the st
14、ructure of the text (opening body conclusion), the students will learn to use comparison and contrast in writing and to use keywords for efficient reading. Process of Teaching:1. Pre-reading tasksIn discussing the text, the teacher may lead off with something like the following: Once upon a time in
15、China, on one picked up and pocketed anything left on the road, while no family had the need to bolt the doors at night. However, this is no longer true nowadays. 2. Explanation of new words and phrases, language points.3. Exercises4. Fast ReadingFour passages of Unit ThreeDiscussed Questions:1. In
16、our families, what do we do to try to prevent burglaries? For example, is there a burglary-proof door at your apartment?2. In our contact with the outside world, what precautions do we take to steer clear of danger? For example, do we speak to strangers? Text B Why I Bought a Gun (1 periods)Writing
17、Strategy Using cause and effect in essay writingThere are three basic ways of organizing cause-effect analysis: chronological organization; order of importance and categorical arrangement. For cause and effect analysis, some transitional words and phrases can be used. Listening and Speaking Course U
18、nit Three Marriage (2 periods) 1. Listening to a long dialogue about a marriage agreement.2. Oral Practicing: Pair WorkArguments for or against giving first priority to economic status in choosing a spouse. Unit Four ExtraterrestrialsText A The Water Place (5 periods)Main Idea: The narrator claims t
19、hat no extraterrestrials will ever land on earth. By giving an account of his encounter with extraterrestrials, the narrator makes it clear why he claims that they will return no more. The students will understand the structure of the text (narration in time sequence) and appreciate the difference b
20、etween formal speech and informal speech. Process of Teaching: 1. Make presentation“E.T. has been a topic of interest to experts and laymen alike ”2. Explanation of new words and phrases, language points.3. Exercises4. Fast ReadingFour passages of Unit FourGroup Writing: My Encounter with an E.T.1)
21、Students form groups to discuss where, when, and how they met the E.T., and what happened during the encounter. One student takes notes.2) Based on the notes, one student writes a story of about 100 words, and another is asked to draw a few pictures to illustrate the story.3) Other group members mak
22、e suggestions for improvement.4) Each group sends a speaker to anther group, telling the latter their story with the help of the illustrations.Text B Is There Life on Planets Circling Other Stars (1 periods)Writing Strategy How to write an expository essayIt is advisable to prepare enough material (
23、details or examples) to help the explanation. Moreover, good exposition is often both instructive and interesting with many concrete examples. Listening and Speaking Course Unit Four Stress (2 periods)1. Listening to two short conversations about stress. 2. Introducing some expression about stress r
24、educers.3. Oral Practicing: Pair Work- ways to deal with stress.4. Model Test- Listening (CET-4)Unit Five How to Celebrate HolidaysText A Writing Three Thank-You Letters (5 periods)Main Idea: On Thanksgiving Day 1943, as a young coastguardsman at sea, the writer came up with the idea of expressing h
25、is gratitude to people who had helped him before. The writer wrote three thank-you letters to his father, the Rev. Nelson and his grandmother and got three letters in reply. In the end the writer wishes everyone to find the good and praise it.Process of Teaching: 1. Introducing cultural knowledge ab
26、out Thanksgiving2. Explanation of new words and phrases, language points3. Exercises4. Fast ReadingFour passages of Unit FiveGroup Discussion: 1. What should I thank my parents/teachers/friends for?2. Have I expressed my gratitude to the persons mentioned above?3. Are holidays a good time to express
27、 gratitude? Which holidays are the most appropriate?Text B Where Is Home? (1 periods)Writing Strategy How to write thank-you lettersFeel free to respond to even the simplest favor, gift, or courtesy with a thank-you letter. Everyone appreciates receiving kind words in the mail.Listening and Speak Co
28、urse Unit Five Youth (2 periods)1. Listening to two stories about present-day youth. 2. Oral Practicing: Pair Work- reflections on volunteer activities.3. Watching a short play- Growing Pains and repeat the lines sentence by sentence.Unit Six The Human TouchText A The Last Leaf (5 periods)Main Idea:
29、 The text tells a moving story about old Behrman who saved a young girls life at the expense of his own. The most touching thing about the story is the way in which it captures the very best in humanity, the spirit of kindness. The old artist appears to be a no-nonsense character, one without any ti
30、me for sentimentality and softness. Yet we soon see his kindly nature peeping through his rough manner. Only at the end of the story, however, do we discover how kind and considerate he was, the old man risking death to save a girl.Process of Teaching: 1. Pre-reading tasksDebate: Charity begins at h
31、ome 2. Explanation of new words and phrases, language points3. Exercises4. Fast ReadingFour passages of Unit ThreeDiscussed Questions:1. Which among faith, hope and charity is the most important?2. Is love all we need to solve the worlds problems? Why or why not?Text B Thank You, Mam (1 periods)Writ
32、ing Strategy The general-to-specific patternEssays using the general-to-specific pattern move from a general statement about the subject to a detailed discussion that provides specific evidence, examples, and analysis to support or elaborate upon the general statement. Listening and Speaking Course
33、Unit Six The natural World (2 periods) 1. Listening to two passages about how and why leaves of certain kinds of trees change color in fall 2. Oral Practicing: Pair Work- the beauty of Nature3. Model Test- Listening (CET-4)Unit Seven Making a LivingText A Life of a Salesman (5 periods)Main idea: Mak
34、ing a living as a door-to-door salesman demands a thick skin, both to protect against the weather and against constantly having the door shut in your face. Bill Porter, the protagonist of the story, puts up with all this and never gives in. Process of Teaching: 1. Role play: Classroom salesman2. Exp
35、lanation of new words and phrases, language points3. Exercises4. Fast ReadingFour passages of Unit SevenDiscussed Questions:1. How does the author succeed in combining in-depth reporting with skillful writing to produce an inspiring and enduring profile of the salesman Bill Porter?2. Would you rathe
36、r have a low paid job that is interesting or a well-paid job that is boring?Text B Bricklayers Boy (1 periods)Writing Strategy How to write a synopsisA synopsis is a summary of a longer piece of writing. A synopsis writer should keep in mind some requirements. Listening and Speaking Course Unit Seve
37、n Courage (2 periods)1. Listening to a story about Krimali, a courageous girl. 2. Oral practicing: Pair Work- Bravery in the face of danger.3. Watching a short playGrowing Pains: Repeat the lines.Unit Eight CloningText A A Clone Is Born (5 periods)Main Idea: After Dolly, a clone sheep, was born, clo
38、ning could no longer be dismissed as science fiction. The ability to create an identical twin of a lamb is only one step short of cloning humans, which many find terrifying and offensive. The technique of cloning is a two-edged sword. Process of Teaching: 1. Making presentation Give a brief history
39、of the scientific research into cloning.2. Explanation of new words and phrases, language points3. Exercises4. Fast Reading Four passages of Unit OneDiscussed Questions: 1. What are the major pros and cons of human cloning?2. What is the greatest problem with human reproductive cloning?Text B Second
40、 Thoughts on Cloning (1 periods)Writing Strategy How to write a persuasive essayThe effectiveness of an argument often depends on the background of the writer. To do this, you can quote experts and/or show that you have read widely about the subject by referring to information gathered from scientif
41、ic literature. Listening and Speaking Course Unit Eight Left-handedness (2 periods) 1. Listening to two passages about left-handedness2. Model TestListening (CET-4) 3. Oral practicing: Pair Work-Reflections on difficulties facing left-handed people三、课程教学的基本要求根据教育部 2004 年颁发的大学英语课程教学要求 ，大学英语教学从对能力的要求上
42、分为一般要求、较高要求和更高要求。对入学时英语能力未达到高中英语课程标准要求的学生，设置预备要求。（一）预备要求1、词汇领会式掌握 24003000 单词和 400500 个习惯用语或固定词组，其中复用式积极词汇为 800-1000 个，并具备基本的构词法知识。2、听力理解能力能听懂简单的日常会话和课堂用语，能听懂语速为每分钟 100 词左右的英语短文并理解其中心大意和要点。3、口语表达能力在实际交际中做到语音、语调较为自然、得体和流畅；熟悉个人、家庭、日常生活、兴趣爱好、风俗习惯、职业、节日、社交礼仪等方面的话题，并能就这些话题进行简单的会话或陈述。4、阅读理解能力能读懂难度教易的一般性题材
43、的英语文章、科普文章和应用文体材料，掌握中心大意，抓住主要事实和有关细节，掌握意群和基本的语篇知识，并能在阅读中使用基本的阅读方法。5、书面表达能力掌握描述时间、地点、方位的基本表达方式；掌握比较人、物体及事物的基本表达方式；能使用适当的语言形式进行描述和表达观点、态度和情感等；能根据特定目的有效地进行简单的文字表达。（二）一般要求1、词汇领会式掌握 45005000 单词和 700800 个习惯用语或固定搭配，其中复用式掌握的积极词汇为 2000 单词 (包括中学所掌握的单词和词组)，能在口头和书面上较熟练的运用，并具有按照基本构词法识别生词的能力。2、听力理解能力能听懂英语授课，能听懂日常
44、英语谈话、一般性题材讲座和语速为每分钟 130150 词的英语国家慢速英语节目，掌握其中心大意，抓住要点和有关细节，领会讲话者的观点和态度。能运用基本的听力技巧帮助理解。3、口语表达能力 能在学习过程中较流利地进行英语交流，并就某一主题进行讨论；能就日常话题和来自讲英语国家的人士进行交流；能就所熟悉的话题经准备后作510 分钟的简短发言，表达思想比较清楚，语言、语调基本正确；能在会话中使用基本的会话策略。4、阅读理解能力能读懂难度中等的一般性题材的英语文章和应用文体材料，能基本读懂国内英文报刊和英语国家报刊杂志上一般性题材的文章，掌握中心大意，抓住主要事实和有关细节，能在阅读中使用有效的阅读方
45、法；阅读速度达到每分钟 70 词，在快速阅读篇章较长、难度略低的材料时，阅读速度达到每分钟 100 词。5、书面表达能力能用常见的各种应用文体完成一般的写作任务，能较好地描述个人经历、事件、观感、情感等；能就一定话题或提纲在半小时内写出 120150 词的短文，内容完整、用词恰当、语篇连贯，表达意思清楚，无重大语言错误，并能使用恰当的写作技能。6、翻译能力能借助词典对题材熟悉的文章进行英汉互译，英译汉速度为每小时 300英语单词，汉译英速度为每小时 250 字。译文基本流畅，基本忠实原文，并能在翻译时使用适当的翻译技巧。（三）较高要求1、词汇领会式掌握 5500 单词和 1200 个习惯用语或
46、固定搭配，其中复用式掌握的积极词汇为 2500 单词 (包括中学所掌握的单词和词组)，并具有按照构词法识别生词的能力。2、听力理解能力能够基本听懂来自英语国家人士的谈话和讲座；能听懂语速为每分钟 150 词左右、题材熟悉、句子结构不太复杂、篇幅较长的国内英语广播和电视节目；能基本听懂外国专家用英语讲授的专业课程；掌握其中心大意，抓住要点和有关细节，领会讲话者的观点和态度，并能进行基本分析、推理和判断。3、口语表达能力能够和来自英语国家的人士进行比较流利的会话或就某一主题进行讨论，较好地掌握会话策略；能基本表达个人意见、情感、观点等和基本陈述事实、事件、理由等，表达思想清楚，语音、语调基本正确。
47、4、阅读理解能力能顺利阅读语言难度中等的一般性题材的文章和基本阅读英语国家报刊杂志的一般性题材文章，阅读速度达到每分钟 80 词；在快速阅读篇幅较长、难度略低的材料时，阅读速度达到每分钟 120 词，并能就阅读材料进行略读或寻读；能够基本读懂本人专业方面的综述性文献，并能正确理解中心大意，抓住主要事实和有关细节。5、书面表达能力能写日常应用文；能写出本人专业论文的英语摘要；能借助参考资料写出与本专业相关的报告和论文，结构基本清晰，内容较为丰富；能描写各种图表；能就某一主题在半小时内写出 160180 词以上的短文，内容完整，条理清楚，文理通顺。6、翻译能力能借助词典翻译一般英美报刊上题材熟悉的
48、文章和摘译本人专业的英语文章或科普文章；能借助词典将内容熟悉的汉语文字材料和本专业论文译成英语，理解正确，译文基本通顺、达意，无重大语言错误；英译汉速度为每小时 350 英语单词；汉译英速度为每小时 300 汉字。（四）更高要求 1、词汇领会式掌握 6500 单词和由这些词构成的 1700 个常用词组，其中复用式掌握的积极词汇为 3500 单词(包括中学掌握的单词和词组)，并具有按照构词法识别生词的能力。2、听力理解能力能听懂内容较长的对话和短文等，并在其结构较为复杂、观点较为隐含时也能基本理解要点；能基本听懂英语国家的广播电视节目；能听懂与本人专业相关的讲座，并掌握其中心大意，抓住要点。 3
49、、口语表达能力能就一般或专业性的话题较为流利、准确地进行对话或讨论，能用简练的语言概括较长、语言稍难的文本和讲话，能在国际会议和专业交流中宣读论文并参加讨论。4、阅读理解能力能顺利阅读语言难度较高、内容广泛、体裁多样的文章，理解其意义，领会作者的观点和态度；能借助词典阅读英语原版书籍和英语国家报刊杂志上的各类文章；能比较顺利地阅读与本人专业相关的英语综述性文献。 5、书面表达能力能就一般性主题比较自如地表达个人的观点，结构清晰，内容丰富，逻辑性强；能用英语撰写本专业的技术报告和论文等；能在半小时内写出 200词以上的说明文或议论文，内容完整，文理通顺，表达思想清楚。 6、翻译能力能借助词典将有一定难度的英语文章译成汉语，将反映中国国情或文化的介绍性文章译成英语，理解正确，译文内容准确达意、语言通顺，基本无误译现象；英译汉速度为每小时 400 单词，汉译英速度为每小时 350 汉字。教学环节包括：课堂讲授及习题课、课外作业、听力口语训练、考试考查等。1.课堂讲授（1） 教学方法：采用启发式教学，培养学生思考问题、分析问题和
