大學(xué)英語(二)教學(xué)大綱

1、大學(xué)英語(二)教學(xué)大綱    大學(xué)英語(二)教學(xué)大綱     大學(xué)英語（二） 課程教學(xué)大綱 大學(xué)英語（說1課程性質(zhì)、目的和要求明大學(xué)英語是西南政法大學(xué)一門必修的基礎(chǔ)課程， 是大學(xué)教育的一個(gè)重要組成部分。 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)目標(biāo)是培養(yǎng)學(xué)生的英語綜合應(yīng)用能力， 特別是聽說能力， 使他們能用英語有效地進(jìn) 行口頭和書面的信息交流。并且，聽、說、讀、寫、譯方面能達(dá)到教育部大學(xué)英語課程教學(xué)要求

2、所 提出的一般要求。同時(shí)，幫助學(xué)生掌握良好的學(xué)習(xí)方法，打下扎實(shí)的語言基礎(chǔ)，提高文化素養(yǎng)，以適應(yīng) 社會(huì)發(fā)展和經(jīng)濟(jì)建設(shè)的需要。 2課程要求 根據(jù)教育部大學(xué)英語課程教學(xué)要求（試行） 的指導(dǎo)意見并結(jié)合我校的具體情況，我們對(duì)學(xué)生進(jìn) 行大學(xué)英語分級(jí)教學(xué)： 即一般要求層次和較高要求層次。 分級(jí)的標(biāo)準(zhǔn)依據(jù)新生入學(xué)時(shí)英語口語分級(jí)測(cè)試 成績(jī)并參照學(xué)生的英語高考成績(jī)。 （1） 一般要求層次教學(xué)：傳統(tǒng)紙質(zhì)教材全新版大學(xué)英語第 2 冊(cè)、助學(xué)助教光盤課件和網(wǎng)絡(luò)課程。 （2） 較高要求層次教學(xué)：傳統(tǒng)紙質(zhì)教材全新版大學(xué)英語第 3 冊(cè)、助學(xué)助教光盤課件和網(wǎng)絡(luò)課程。 教師授課采用任務(wù)型為主的授課方式。增設(shè)法律英語、經(jīng)貿(mào)英語、翻譯

3、、外報(bào)閱讀、文學(xué)等選 修課程。 3課程內(nèi)容 課程內(nèi)容分為基礎(chǔ)課程、高級(jí)課程和提高課程三大版塊，以貫徹打好基礎(chǔ)和因材施教的原則，滿足 不同層次學(xué)生的需要，培養(yǎng)拔尖人才?；A(chǔ)課程為一至四級(jí)的綜合英語課程。高級(jí)英語課程包括高級(jí)閱 讀、英汗翻譯和寫作等。提高課程包括語言應(yīng)用類（應(yīng)用文寫作、商務(wù)英語、文秘英語、學(xué)術(shù)交流英語 等） 、語言文化類（英美社會(huì)與文化、報(bào)刊閱讀、英美小說、影視欣賞、演講、視聽、口譯等） 、專業(yè)英 語類（法律英語、經(jīng)貿(mào)英語、財(cái)經(jīng)英語、專業(yè)文獻(xiàn)翻譯、論文寫作、科技英語等） 。 4教學(xué)原則和方法 按照高等院校非英語專業(yè)本科學(xué)生應(yīng)達(dá)到的“一般要求”進(jìn)行教學(xué)，同時(shí)鼓勵(lì)學(xué)生根據(jù)自己的學(xué) 習(xí)情

4、況向“較高要求”或“更高要求”調(diào)整自己的學(xué)習(xí)目標(biāo)；根據(jù)我校實(shí)際情況開展分級(jí)教學(xué)，因材施 教，按照相應(yīng)的級(jí)次，確定教學(xué)目標(biāo)，并創(chuàng)造條件，實(shí)現(xiàn)預(yù)期目標(biāo)。 在教學(xué)模式上，我校大學(xué)英語教學(xué)應(yīng)探索融合傳統(tǒng)教學(xué)模式與基于現(xiàn)代教育技術(shù)的教學(xué)模式的有1機(jī)結(jié)合的新途徑;實(shí)現(xiàn)從教師為中心轉(zhuǎn)移到以培養(yǎng)學(xué)生自主學(xué)習(xí)能力為中心的轉(zhuǎn)移，充分發(fā)揮師生的積 極性，注重教與學(xué)的互動(dòng)。主動(dòng)向從課堂教學(xué)到其與校園網(wǎng)絡(luò)教學(xué)相結(jié)合的教學(xué)模式的方向發(fā)展。新的 教學(xué)模式在充分利用現(xiàn)代信息技術(shù)的同時(shí)，也要充分考慮合理繼承傳統(tǒng)教學(xué)模式中的優(yōu)秀部分。 4教材及參考書目 （1）李蔭華主編全新版大學(xué)英語綜合教程上海外語教育出版社，2001 年 7

5、月。 （2）虞蘇美主編全新版大學(xué)英語聽說教程上海外語教育出版社，2001 年 7 月。 （3）王秀珍主編全新版大學(xué)英語閱讀教程上海外語教育出版社，2002 年 11 月。 （4）馮善萍主編全新版大學(xué)英語綜合教程學(xué)業(yè)測(cè)試上海外語教育出版社，2003 年 1 月。 （5）張成?主編全新版大學(xué)英語語法手冊(cè)上海外語教育出版社，2004 年 1 月。 （6）李超主編全新大學(xué)英語視聽說教程上海外語教育出版社，2006 年 8 月。 （7）楊惠中等主編新世紀(jì)大學(xué)英語視聽說教程上海外語教育出版社，2007 年 5 月。 5學(xué)時(shí)分配 學(xué)期總學(xué)時(shí)為 60 學(xué)時(shí)。每?jī)芍埽?8 學(xué)時(shí)）完成教材一個(gè)單元的教學(xué)內(nèi)容。具

6、體分配如下： 2 學(xué) 時(shí)聽說，著重培養(yǎng)學(xué)生的聽說能力；6 學(xué)時(shí)綜合英語，針對(duì)每單元的課文內(nèi)容進(jìn)行相關(guān)的語言技能和拓 展訓(xùn)練，著重培養(yǎng)學(xué)生的讀寫譯能力。 6作業(yè)布置及考核形式 每個(gè)單元學(xué)習(xí)后，要求學(xué)生識(shí)記詞匯和短語，讀懂文章大意，獨(dú)立完成課后練習(xí)。教師解答學(xué)生提 出的問題，并抽查練習(xí)完成情況。期末考試包括筆試和口試兩部分，命題由大學(xué)英語部統(tǒng)一安排。在考 核學(xué)生英語知識(shí)的同時(shí)，著重考核學(xué)生英語的應(yīng)用能力。期末考試內(nèi)容要與所學(xué)課程相關(guān)，主觀題的比 例不低于 30%。期末考試成績(jī)占學(xué)生總評(píng)成績(jī) 60%，平時(shí)成績(jī)（測(cè)驗(yàn)，作業(yè)，出勤等）占 20%，口語 成績(jī)占 20%。學(xué)生總評(píng)成績(jī)不及格，按學(xué)校有關(guān)規(guī)定對(duì)

7、所學(xué)課程重修，外國(guó)語學(xué)院要為重修的學(xué)生創(chuàng) 造條件。Syllabus for College English Unit 1ObjectivesStudents will be able to: 1. 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 - elabora

8、tion byWays of Learning2comparison and contrast - conclusion by a suggestion); 2. 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); 3. master the key language points and grammatical struc

9、tures in the text; 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.Time allotment1st period Pre-reading; While-reading (Paras 1-5) 2nd period While-reading (Paras 6-13) 3rd period While-reading (Paras 6-13 continued; Para 14) 4th period Pos

10、t-reading (Debate; Exercises) 5th period Check students home reading(Tex t B); Theme-Related Language Learning Tasks onCultural Notes1. Education in the West: There is no common agreement in the West concerning the best method of education. A variety of views can be found among parents, teachers and

11、 students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fu

12、ndamental beliefs. Yet even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encour

13、aging students to challenge traditional beliefs: Darwin's theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief. Much of the current debate over education surrounds the extent to which learning should be teacher-based or s

14、tudent-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learning it is generally3true that Western methods are more student-centred, expecting students to discover things for themselves rathe

15、r than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England established by the educationalist A.S. Neill. There children have complete freedom to decide what they are going to learn and which lessons they will atten

16、d. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centred approach, as both t

17、eachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning. The extent to which learning is teacher-centred or student-centred also depends on differences between subjects. In recent years, for example, there has been a trend in the teaching of mat

18、hematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson. This followed research that suggested that, as far as maths was concerned, a more t

19、eacher-centred method was more effective. 2. Standing on the shoulders of giants: a well-known phrase, frequently employed by inventors to express modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they

20、 themselves are intellectual giants. Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.Text AnalysisRussell Baker is very good at selecting details (see Part IV Writing Strategy) to prove his point. For example, in Para. 2 he creates an un

21、favorable image of Mr. Fleagle by describing his "formal, rigid and hopelessly out-of-date" eyeglasses, hairstyle, clothes, jaw, nose, and manner of speaking. What's more, Russell Baker employs repetition not only to make it easy for readers to follow what he is saying, but also to imp

22、ress them more deeply. For example, in Para. 2, there are 9 prim's or primly's in as few as 3 sentences! Thus readers will have in their mind a vivid picture of what Mr. Fleagle looked like. Another example of such repetition can be found in Para. 5. Count how many I wanted's there are i

23、n this paragraph (There're 5 !). They help to emphasize Russell Baker's strong desire to write for himself. On the other hand, where this stylistic device is not justified, Baker is also expert in avoiding repetition by employing synonymous words and phrases. Here are some examples: a. dull,

24、 lifeless, cheerless, tedious4b. turn out, write, compose, put down c. anticipate, prepare for d. formal, rigid, prim, correct, proper, respectable e. vivid memories of sth. come flooding back to sb. , sth. reawakes in one's mind, sb. recalls sth. f. recapture, relive g. pleasure, delight, happi

25、ness h. contempt, ridicule i. topic, titleUnit 2ObjectivesValuesStudents will be able to: 1. understand the main idea (despite his wealth, Sam Walton remains down-home and devoted to his team) and structure of the text; 2. appreciate the use of indirect description in portraying a person; 3. grasp t

26、he key language points and grammatical structures in the text; 4. conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.Time allotment1st period Pre-reading; While-reading (text organization) 2nd period While-reading (text organization language poi

27、nts) 3rd period While-reading (language points; synonyms for “down-home”) Post-reading (indirect description) 4th period Post-reading Check on students home reading (Text B) 5th period Theme-Related Language Learning TasksCultural Notes1. Rolls-Royce: any of the large, expensive, comfortable cars ma

28、de by the British company Rolls-Royce. Many people recognize them by the small metal statue on the front of every Rolls-Royce car. The company was formed in 1905-1906 by Charles Rolls (1877-1910) and Henry Royce (1863-1933) and also produces aircraft engines. The Rolls-Royce Company was bought by th

29、e German company Volkswagen in 1998. The name Rolls-Royce is also used informally to refer to the best product of a particular type. 2. dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents, for personal and household use. 3. Wal-Mart: any of a very

30、large chain of shops in the US selling a wide range of goods at low prices. The first Wal-Mart Discount City was opened in 1962 by Sam Walton. 4. Ford Motor Company: a large US company that makes cars. It was established in Detroit in 1903 by Henry5Ford, and the first Model T was sold in 1908. The company has produced the Lincoln since 1922 and the Mercury since 1938. 5. names: Apart from their surname or last name, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian