【大学英语ID】

《大学英语ID》

1. 课程基本信息

二、课程性质与定位

 大学英语课程是高等学校人文教育的一部分，兼有工具性和人文性双重性质。就工具性而言，大学英语课程是在高中英语学习的基础上，进一步充实学生的词汇量，扩大阅读面，提高翻译的准确性，以及拓展写作的深度和宽度。同时，大学英语课程也为大学生的专业英语课程夯实基础，为学生日后在学术或职业领域进行交流做好铺垫。就人文性而言，大学英语课程的重要任务之一是进行跨文化教育。语言是文化的载体，同时也是文化的组成部分，学生学习和掌握英语这一交流工具，除了交流、学习先进的科技信息，还要了解过外的社会和文化，增进对不同文化的理解，对中外文化异同的意识，培养跨文化交际能力。在教学过程中，大学英语精读课程将会分章节展示国外的历史、建筑、音乐、语言、经济、工作、节日和人际关系等。同时，社会主义核心价值观也会有机地融入大学英语精读课程的教学内容当中，充分挖掘大学英语课程丰富的人文内涵，实现工具性和人文性的有机统一。

 大学外语教育是我国高等教育的重要组成部分，对于促进大学生知识、能力和综合素质的协调发展具有重要意义。而大学英语课是大学外语教学课程体系的核心课程，是我校非英语专业学生在本科教育阶段必修的公共基础课程，在人才培养方面具有不可替代的重要作用。

三、课程设置指导思想与思路

1、课程设置的指导思想

 大学英语课程是针对泰山学院非英语专业学生开设的一门公共基础必修课程，是我校人才培养的一个重要组成部分；合理设置我校大学英语课程，是我校大学英语教学团队更好服务于我校人才培养的重要前提。课程设置要充分体现“以人为本，因材施教”的教育教学理念，结合本校学生的实际水平，构建合理有效的大学英语校本特色课程体系，促使不同层次、不同水平的学生在英语应用能力方面得到充分的训练和提高，以实现教育部在《大学英语教学指南》提及的大学英语的教学目标，即“培养学生的英语应用能力，增强跨文化交际意识和交际能力，同时发展自主学习能力，提高综合文化素养，使他们在学习、生活、社会交往和未来工作中能够有效地使用英语，满足国家、社会、学校和个人发展的需要”。

2、课程设置思路

1) 分类指导、因材施教

 该课程突出“分类指导、因材施教”的特点，实行分级、分课型教学，学生必须按要求修满规定的学分方能获得相应的学位。根据我校学生层次、类别和英语水平，我们为普通本科生、艺体类本科生、春季招生和专科分别设置了3个教学模块：大学英语I、大学英语II、大学英语III，每个模块分别含A、B、C、D等4个不同的课程，分别在大学1—4个学期开设；在课型设置上，我们结合分级分层次教学，又分别为创新班（普通本科生中，高考英语成绩排名前10%的学生）、普通（文本）、普通（理本）和其他类别的学生（含3+2专升本、艺体类本科生、春季招生及专科生）设置了2+X（2节读写+X节网络自主学习）、2+2（2节读写+1节口语+1节听力）和3+1（3节读写+1节视听说）的不同课型；到第四学期，针对通过全国大学英语四级考试的创新班的学生开设ESP专门用途英语：《公共英语演讲艺术》、《高级英语写作》、《高级英语阅读》；同时面向全校学生开设《跨文化交际英语口语教学策略与实践》及《中国文化英语说》等综合素质课程；另外中加合作办学旅游管理班是按甲方提供的教学方案和教材授课。具体见下表：

2) 加强实践教学环节，突出大学英语课程的实践性

 实践教学环节的设计思想是：

 利用第二课堂，搞好大学英语实践教学设计，激发学生学习英语、运用英语的兴趣，使其在学中练，练中学，达到练有理论依据，学有方向目的的学习效果，最终达到提高学生英语语言综合应用能力、特别是自主学习能力、合作意识和跨文化的沟通能力。

 实践教学环节的具体做法是：

 （1）教学中采取互动方式-师生、生生互动

 大学英语教师不仅是传统意义上的大学英语知识的传授者，更是大学英语课堂内的指导者(director)、组织者(organizer)、辅助者(facilitator)、参与者(participator)。这种当代大学英语教师的新角色使得教师连同学生真正成为教育教学中的主体。教师、学生共同参与交互活动，实现课堂教学的实效性。

 （2）采取体验式教学方式，突出课程的实践性

 在大学英语课堂教学过程中，我们采用角色扮演、固定话题或自主话题课堂报告等活动，加大学生参与课堂的时间和深度，利用英语角、课外辅导、自主中心学习等活动实现课堂内外学习的互动和延展，让学生在体验中学习英语。

 （3）加强第二课堂活动的组织与指导，有效地发挥第二课堂作用

 为了营造良好的学习氛围，提高学生学习的兴趣，发挥优秀学生的模范引导作用，以英语调频广播电台为依托，充分开发利用第二课堂，进一步推广我校项目化实践教学模式，定期组织全国大学生英语竞赛、全国“外研社杯”英语阅读大赛和写作大赛、“CCTV”杯英语演讲大赛和校级的英文歌曲大赛、英语小品大赛和“外研社”杯英语演讲大赛；利用句酷批改网和外研讯飞FIF口语训练平台积极开展在线竞赛和测试活动；鼓励学生利用手机端等移动设备、数字化语音室和网络语音室进行自主学习，努力做到教学资源的优化和整合，促使学生实现互联网+环境下线上与线下，课内与课外学习的高度融合，。

四、课程目标（College EnglishID）

1.知识目标

1)掌握课文中重点词汇、短语、交际用语；

2)掌握课文中的相关背景知识；

3)理解课文的主旨大意；

4)掌握课文中的重、难点；

5)熟练掌握部分国家（或地区）、语言、籍名；常用地名表；常用英美人名表；常用口语表达用语；

6)掌握基本的英语语法规则，在听、说、读、写、译中能正确运用所学语法知识；

7)完成教师布置的听、说、读、写、译的各项任务并从中有所收获。

2. 能力目标

1）听力理解能力：能听懂英语授课，能听懂日常英语谈话和一般性题材讲座，能听懂英语国家慢速英语节目，语速为每分钟160词左右，能掌握其中心大意，抓住要点。能运用基本的听力技巧帮助理解。

2）口语表达能力：能在学习过程中用英语交流，并能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谈。能就所熟悉的话题经准备后作简短发言，表达比较清楚，语音、语调基本正确。能在交谈中使用基本的会话策略。

3）阅读理解能力： 能够基本读懂一般性题材的英文文章，阅读速度达到每分钟110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130词，能基本读懂国内英文报刊，掌握中心意思，理解主要事实和有关细节。能读懂工作、生活中常见的应用文体的材料。能在阅读中使用有效的阅读方法。

4）书面表达能力： 能用常见的应用文体完成一般的写作任务，能描述个人经历、事件、观感、情感等，能就一般性话题或提纲在半小时内写出180词的短文，内容基本完整、用词恰当，语篇连贯。能在一般或应用写作中使用恰当的写作技能。

5）翻译能力：能借助词典对题材熟悉的文章进行英汉互译，英汉译速为每小时260英语单词，汉英译速为每小时230个汉字。译文基本流畅，能在翻译时使用适当的翻译技巧。

6）推荐词汇量：词汇的掌握是提高英语综合应用能力的基础，学生掌握的总词汇量应达到5500个单词和1100个词组，其中2500个单词为积极词汇，即要求学生能够在认知的基础上学会熟练运用，包括在口头表达以及书面表达两个方面。

3.素质目标：

1）认识到英语学习的重要性，拥有学习英语的兴趣和信心；

2）养成自主学习的能力和学习策略，发挥创造潜能；

3）能综合运用英语，提高听、说、读、写、译的技能，满足工作需要；

4）能掌握一定的学习方法，具有总结、归纳、分析和解决问题的能力；

5）具有良好的心理素质；

6）具有良好的人际沟通交流能力和以交际能力为核心的英语语言运用素质的能力；

7）具有较强的跨文化意识和人文素养；

8）最大限度地发展和完善自己，使英语学习为自己的全面发展服务。

五、主要内容和要求（College EnglishID）

(课程单元总体要求)（详见附件1和附件2）

 【目的要求】

1、掌握重点单词：

 重点短语：

2、句型结构：

3、单元主要内容。

 【教学设计建议】任务型教学

 【讲授内容】

1、课堂导入：

2、文化背景：

3、语篇分析：

4、学习重点难点：

 【自学内容】

1、汉英翻译

2、guided writing

六、教学条件

 多媒体教室+网络平台

七、课程实施方案

1、教学组织

 本课程采取交际教学法和任务教学法结合的教学方式，以学生为中心，以教师为主导。将学生按6人一组划分学习小组，课前布置具体的预习任务，课堂进行检查和展示；课前导入部分以小组讨论和背景知识介绍为主，引入课文主题；教学重点为Section A，由教师主导进行语篇分析、重点词汇和长难句的学习；PassageB为次重点，主要进行相关文化知识学习和篇章理解；并根据本单元主题布置相应的课后作业，具体为句子翻译和写作。旨在通过各种方式提高学生的阅读、翻译和写作能力，培养学生的批判性思维，以实现课程的教学目标。

2、教材选编

 本课程所选用的大学英语精读教材是外语教学与研究出版社出版的《新视野大学英语读写》第三版。本教材体现了时代特色，紧扣时代脉搏，选材广泛，内容涵盖社会各个层面，版面设计精美，为学生和教师营造了一种轻松、愉快的学习和教学氛围。教材内容上，体现了层级递进的特点，比较符合大学生实际的英语水平，基本满足大学生的英语学习需求；文章题材着眼于对大学生进行人格的培养，提高学生的审美情趣，培养学生的情操，有助于学生形成完善的人格；实用性较强，重视对学生语言运用能力的培养。

3、教学团队

 本课程负责人及主讲教师都具有英语专业本科及硕士以上学历，教学经验丰富，对大学英语教学理论和教学方法有着比较深入的研究，知识结构优化，除精通专业知识以外，还掌握一定的教育学和心理学知识，精通现代化教育技术，年龄结构上老中青相结合，梯队层次比较合理。

4、教学评价

 大学英语评价体系采用多元化评价方法，将形成性评价与终结性评价相结合，将教师评价与学生互评和学生自评相结合，将定量评价与定性评价相结合，将多元化评价内容和评价指标相结合，将传统评价媒介与现代网络技术相结合，实现了评价方式、评价主体、评价内容、评价指标和评价媒介的多元化，充分发挥了以评促学、以评促教的作用。其中3+1课型（普本理）的班级,平时成绩占总成绩的40%，期末考试成绩占总成绩的60%。平时成绩包括：考勤4%，口语10%，作业7.5%，课堂表现6.5%，第二课堂2%;2+X（创新班、免师）、2+2（普本文）课型的班级，平时成绩占总成绩的40%，期末考试成绩占总成绩的60%。平时成绩包括：考勤7.5%，口语10%，作业11%，课堂表现9.5%，第二课堂2%。

5、教学资源

数字化语言文学实验教学中心整合个出版社数字化外语教学资源并进行网络化改造，形成了全校统一的数字化学习硬件环境；中心加强以网络学习资源库建设为核心的信息化建设，兼容相关学院外语教学软件资源，扩大网络英语学习资源库，建立学生英语自主学习网站。实现教学设备数字化、信息资源数字化和网络管理智能化，形成了支持全校学生英语自主学习、协作学习和探究性学习的数字化软件环境。相关教学资源网站有：外研社大学英语教学管理平台，U校园、高等英语教学网、句酷作文批改网、itest大学英语测试与训练系统以及外研讯飞FiF口语训练平台等。

 撰写：张晖 审核：陈霞

附件1．College EnglishID (读写)

Unit One

Section A  Love and logic: The story of a fallacy

Section B  Why do smart people do dumb things

 教学重点和难点：

1. 掌握本单元出现的重点单词和词组用法；

2. 正确认识逻辑和谬误；

3. 提高概括段落大意的能力。

 教学学时：6

 实践环节：课堂讨论、网络自主、第二课堂以及校内外英语竞赛

 建议使用的教学方法与手段：讲授法，讨论法，探究法；多媒体辅助教学

 教学目标和要求：

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 正确认识逻辑和谬误，积极参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，学会有效地辨别谬误。  

 单元知识要点

 一. Background information

The concept of Logic and Fallacy

 二. Language focus

1. Key words

fallacy,dye,elite,radiant,gum,staple,distort,stump,obesity,underway,conversion,stereo,pearl,

surpass, tactic, axe, drip, sarcasm, disclosure

2. Phrases and Expressions

make a pact, in exchange for, set a date for, due to, pour into, adjust to, familiar to/with,

give sb. the axe

3. Sentence structures

(1) Typical patterns

 “‘The doctrine of logic,’ I said, ‘is a staple of clear thinking. …’” (Para. 7, Text)

X is a/the staple of Y; where X and Y are variables that vary from context to context.

(2) Typical patterns

    “The time has come for the conversion of our relationship from academic to romantic”. (Para. 26, Text)

The time has come for the conversion of X from Y (a.) to Z (a.); where X, Y and Z are variables that vary from context to context.

 三. Grammar points

1. 连词while 表示对比的用法

2.虚拟语气引起倒装的用法

 四. Text structure

Introduction—body—conclusion

 五. Structured writing

How to develop a narrative essay

 六. Reading skills

Identifying the topic sentence

 七. Reflections and learning tasks

1. Think about the concept of Logic and Fallacy.

2. Complete after-text Exercises ( P10-16 ) and unit exercises in Comprehensive Exercises Book.   

3. Conduct a series of online learning tasks.

Unit Two

Section A  The confusing pursuit of beauty

Section B  Making the choice to be truly beautiful

 教学重点和难点：

1. 掌握本单元出现的重点单词和词组用法；

2. 正确认识美和对美的追求；

3. 提高概括段落大意的能力。

 教学学时：6

 实践环节：课堂讨论、网络自主、第二课堂以及校内外英语竞赛

 建议使用的教学方法与手段：讲授法，讨论法，探究法；多媒体辅助教学

 教学目标和要求：

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 正确认识美和对美的追求，积极参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，学会正确认识美和对美的追求。  

 单元知识要点

 一. Background information

The concept of people’s pursuit of beauty

 二. Language focus

1. Key words

arrogant, affix, groom, deficient, thigh, inborn, violet, outfit, warfare, bronze, clay, vie, plaster, cosmetic, obsession, perfume                                                           

2. Phrases and Expressions

excuse onself, come up with, stick to sth, affix value to sth, in hopes of ,reach out of

3. Sentence structures

(1) Typical patterns

 “No amount of rehearsal will help you come up with the right answer.” (Para. 2, Text)

No amount of X will help/make Y do Z; where X, Y and Z are variables that vary from context to context, whereas “do” stands for any verb available in the given context

(2) Typical patterns

   “By participating in this system of extreme conformity, women are actually opening themselves up to the scrutiny of other women.” (Para. 10, Text)

By doing X, Y is actually opening itself up to Z; where X, Y, and Z are variables that vary from context to context, whereas “doing” stands for any gerund available in the given context.

 三. Grammar points

1. come up with, stick to sth的用法

2.各类代词基本用法

 四. Text structure

Introduction—body—conclusion

 五. Structured writing

Write a comparison / contrast essay

 六. Reading skills

Identifying the topic sentence

 七. Reflections and learning tasks

1. Think about the concept of beauty.

2. Complete after-text Exercises ( P38-45) and unit exercises in Comprehensive Exercises Book.   

3. Conduct a series of online learning tasks.

Unit Three

Section A  Fred Smith and FedEx: The vision that changed the world

Section B  Building the dream of Starbucks

 教学重点和难点：

1. 掌握本单元出现的重点单词和词组用法；

2. 正确认识企业家和成功；

3. 提高概括段落大意的能力。

 教学学时：6

 实践环节：课堂讨论、网络自主、第二课堂以及校内外英语竞赛

 建议使用的教学方法与手段：讲授法，讨论法，探究法；多媒体辅助教学

 教学目标和要求：

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 正确认识企业家和成功之路，积极参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，学会如何思考未来及何为成功。  

 单元知识要点

 一. Background information

The concept of entrepreneur

 二. Language focus

1. Key words

reshuffle, disperse, exquisite, brainchild, deduce, clan, juvenile, invalid, terrain navigation, revive, charter. 

2. Phrases and Expressions

touch down, held sb/sth in high regard, pich on sb, be onto sth, take a stab at, boil down to sth. 

3. Sentence structures

(1) Typical patterns

 “This is the culmination of a dream of Frederick W. Smith, the founder, president, chief executive officer, and chairman of the board of the FedEx Corp. -known originally as Federal Express -the largest and most successful overnight delivery service in the world.” (Para. 1, Text)

X is the culmination of Y; where X and Y are variables that vary from context to context.

(2) Typical patterns

    “It was not uncommon for FedEx drivers to pay for gasoline for their vans out of their own pockets.” (Para. 9, Text)

It is not uncommon for X to do / be Y; where X and Y are variables that vary from context to context, while “do / be” stands for any verb available in the given context.

 三. Grammar points

1. 连词although的用法

2.直接引用和间接引用的用法

 四. Text structure

Introduction—body—conclusion

 五. Structured writing

a narrative with biographic

 六. Reading skills

Recognizing signal words of time.

 七. Reflections and learning tasks

1. Think about the concept of entrepreneur.

2. Complete after-text Exercises ( P70-77 ) and unit exercises in Comprehensive Exercises Book.   

3. Conduct a series of online learning tasks.

Unit Four

Section A  Achieving sustainable environmentalism

Section B  What nature is telling you

 教学重点和难点：

1. 掌握本单元出现的重点单词和词组用法；

2. 正确认识环保和针对环保的不同观点；

3. 提高批判性看待问题的能力。

 教学学时：6

 实践环节：课堂讨论、网络自主、第二课堂以及校内外英语竞赛

 建议使用的教学方法与手段：讲授法，讨论法，探究法；多媒体辅助教学

 教学目标和要求：

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 正确认识环保和针对环保的不同观点，积极参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，学会批判性看待问题。  

 单元知识要点

 一. Background information

The concept of environmental issues

 二. Language focus

1. Key words

environmental,environmentalism, constituent, segregate, consolidate, differentiate, definitive, deplete, reversible, chord, regime, call upon/on, be incompatible with,  

2. Phrases and Expressions

either or, as… as the next person/man, choose sth. over sth. else, frame/ state of mind.  

3. Sentence structures

(1) Typical patterns

 “Environmental sensitivity is now as required an attitude in polite society as is, say, belief in democracy or disapproval of plastic surgery.” (Para. 1, Text)

X is as required Y as is Z; where X, Y and Z are variables that vary from context to context.

(2) Typical patterns

    “The important distinction is between those environmental goods that are fundamental and those that are not.” (Para. 11, Text)

The important / critical distinction is between X and Y; where X and Y are variables that vary from context to context.

 三. Grammar points

1. either or, as… as the next person/man的用法

2.定语从句用法复习

 四. Text structure

Introduction—body—conclusion

 五. Structured writing

how to write an argumentative essay  

 六. Reading skills

reading between the lines

 七. Reflections and learning tasks

1. Think about the concept of environmental issues.

2. Complete after-text Exercises ( P102-109 ) and unit exercises in Comprehensive Exercises Book.   

3. Conduct a series of online learning tasks.

Unit Five Why culture counts

Section A  Speaking Chinese inAmerica

Section B  Culture makes the business world go round

 教学重点和难点：

1. 掌握本单元出现的重点单词和词组用法；

2. 正确认识文化冲击（culture shock）；

3. 提高使用上下文线索寻找词义的能力。

 教学学时：6

 实践环节：课堂讨论、网络自主、第二课堂以及校内外英语竞赛

 建议使用的教学方法与手段：讲授法，讨论法，探究法；多媒体辅助教学

 教学目标和要求：

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 正确认识文化冲击，积极参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，增强中美文化差异的意识。  

 单元知识要点

 一. Background information

Culture shock and Chinese Americans

 二. Language focus

1. Key words

emigrantt, gulf, intolerance, etiquette, taboo, breach, hedge, tribe, exterior, reciprocal, mutter, consecutive, composite, fabricate, reciprocal, nominal, denote, malicious, temporal, spectator

2. Phrases and Expressions

starve (sb./oneself) to death, be attached to, on the side, be suspicious of, get / come to the point , wander around , hedge … in with / by, be representative of, if anything

3. Sentence structures

(1) Typical patterns for expressing one’s opinions implicitly—why + v. / n. / prep. phrase

Why bother with such nominal courtesy?

(2) Typical patterns for partially agreeing with sth.—At this junction, I do agree in part with sth.

At this junction, I do agree in part with The New York Times Magazine article.

 三. Grammar points

1. 修辞格：明喻（simile）

2. 方式状语从句as if的用法

 四. Text structure

Introduction (Narration)—Body  (Argumentation)—Conclusion(Summary)

 五. Structured writing

A part-narrative and part-persuasive essay with direct dialog

 六. Reading skills

Finding out word meanings with contextual clues

 七. Reflections and learning tasks

1. Think about the significance of culture shock and how to avoid culture shock.

2. Complete after-text Exercises ( P132-140 ) and unit exercises in Comprehensive Exercises Book 4.   

3. Conduct a series of online learning tasks.

Unit Six  Gender Equality

Section A  The weight men carry

Section B  What does feminism really mean?

 教学重点和难点：

1. 掌握本单元出现的重点单词和词组用法；

2. 正确认识男女平等（gender equality）；

3. 提高在阅读中找寻支持性细节的能力。

 教学学时：6

 实践环节：课堂讨论、网络自主、第二课堂以及校内外英语竞赛

 建议使用的教学方法与手段：讲授法，讨论法，探究法；多媒体辅助教学

 教学目标和要求：

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 正确认识男女平等，积极参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，能够表达关于男女平等和女权主义的观点。  

 单元知识要点

 一. Background information

gender equality and feminism

 二. Language focus

1. Key words

crow, grievance, martyr, shaft, wrench, errand, rebellion, emancipate, mediator, lubricate, twinkle, outpost, traverse, emancipate, alien, optic, symmetrical, weld, extract, wedge, cater, deductive

2. Phrases and Expressions

off the grid, scrape by, extract sth. from sth., run errands, cater to sb./sth., come through,

make a racket, emancipate sb. from sth., have a say on / over sth., be destined to

3. Sentence structures

(1) Typical patterns for expressing one’s purpose

Sb. do sth. for sth. else. This is what sb. is for — sb. is sth. like …

(2) Typical patterns for expressing one’s reflection

No doubt, had sb. taken a more adj. look/view at sth. sb. would have done sth. else.

 三. Grammar points

1. no more … than … “不能…，就像不能…一样”， 用来表达两件事情都无法做或都不具有某一特征。

2. parallel structure

 四. Text structure

Introduction—Argumentation—Conclusion

 五. Structured writing

Support an argument with specific details

 六. Reading skills

reading for supporting details

 七. Reflections and learning tasks

1. Think about the various inssues involved in gender equality and inequality and potential measures to reduce gender discrimination

2. Complete after-text Exercises ( P166-172 ) and unit exercises in Comprehensive Exercises Book 4.   

3. Conduct a series of online learning tasks.

Unit Seven Energy and food crises

Section A  The coming energy crisis

Section B  A worldwide food crisis

 教学重点和难点：

1. 掌握本单元出现的重点单词和词组用法；

2. 正确认识世界能源危机的表现及其应对策略；

3. 提高概括段落大意的能力。

教学学时：6

 实践环节：课堂讨论、网络自主、第二课堂以及校内外英语竞赛

建议使用的教学方法与手段：讲授法，讨论法，探究法；多媒体辅助教学

 教学目标和要求：

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 正确认识世界能源危机的表现及其应对策略，积极参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，学会有效地利用时间。  

 单元知识要点

一. Background information

solutions to energy crisis

Union of Concerned Scientists

二. Language focus

1. Key words

Uranium, fossil, particulates, extinct, indefinite, wisp, hitherto,fusion, glitter, intricate, apparatus, turbine, axis, outflow, ventilate,diffuse, dioxide, automation, hinge, supersonic, equator, recur, disclose,foretell,intrigue,garment,intermittent,hoard, wholesale,pamphlet,dodge, legislator,foresight, subsidy

2. Phrases and Expressions

Factor sth. In, be profected to do sth., Fill up, clear up, be derived from, pose a risk to sth., hinge on sth., be uon sb.,calm down, level off, be starved of sth., run out of sth.,keep/hold sth.at bay, resue sth./sb. From sth./sb., get a recipe for sth., point to, on a collision course

3. Sentence structures

(1)There is a dark side to (doing) sth. …

(2) Sth./sb., once/consistently hailed/applaused as “…”, has been/turned out …

(3)… has left us with no choice but to do …

三. Grammar points

1. which引导的非限制性定语从句的用法

2. Although引导的让步状语从句的用法

 四. Text structure

Introduction—body—conclusion

五. Structured writing

Write a cause-and-effect essay

 六. Reading skills

Identifying the author’s purpose

七. Reflections and learning tasks

1. Think about solutions to enengy crisis.

2. Complete after-text Exercises and unit exercises inComprehensive Exercises Book 4.   

3. Conduct a series of online learning tasks.

Unit 8 Passion guides life choices

Section A A meaningful life

Section B A turning point of life

 教学重点和难点：

1. 掌握本单元出现的重点单词和词组用法；

2. 正确认识人生的意义；

3. 提高概括段落大意的能力。

教学学时：6

 实践环节：课堂讨论、网络自主、第二课堂以及校内外英语竞赛

建议使用的教学方法与手段：讲授法，讨论法，探究法；多媒体辅助教学

 教学目标和要求：

 通过本单元的学习，促使学生：

1. 了解和本单元话题有关的背景知识；

2. 正确认识人生的意义，积极参加该话题的课堂讨论；

3. 了解并熟练运用本单元出现的重点单词和词组的用法；

4. 了解和学会灵活运用本单元写作策略及阅读技巧；

5.  通过学习，学会有效地利用时间。  

 单元知识要点

一. Background information

factors that are essential for a meaningful life?

二. Language focus

1. Key words

Judicious,boycott,malpractice,leaflet,sue,terminate,ministerial,mastermind,crusader,questionnaire,chronicle,expectancy,swamp,thesis,indignant,activate,patron,deport,adherence,tribute,defendant, denounce,vibrate,agitation,trumpet

2. Phrases and Expressions

put out, alert sb. to sth., lay siege to sth. / sb, follow suit, stand / stay / remain on the sidelines, get revenge (on sb.) for sth., appeal to sb. to do sth.,in adherence to, tack sth. Up, marvel at/over, feel strongly about sth.

3. Sentence structures

(1) From decades / years / months spent doing sth, sb. became good / efficient / skilled / skillful / adept at …

(2) When sb. began to do sth., sb. never thought …, but …

三. Grammar points

1. 现在分词用作状语的用法

2. 强调句的用法

 四. Text structure

Introduction—main body—conclusion

五. Structured writing

write a personal narrative with facts and opinions

 六. Reading skills

Understanding figurative language

七. Reflections and learning tasks

1. Do you agree with the author that Henry Spira’s life is meaningful? Why or why not?

2. Complete after-text Exercises  

3. Conduct a series of online learning tasks.

附件2．College EnglishID (视听说)

Unit One How we behave is who we are

 一. Topic

Different views about social issues.

 二. Words and Expressions

   Poverty, homelessness, famine, debt, pollution, famine, drug abuse, obesity, lack of drinking water, pollution, famine, lack of drinking water, domestic violence, divorce

 三. Focus for listening

1. Listening skills—identifying supporting details in listening

2. Listening practice

(1) Listen to Part 1 of the interview and answer the questions

(2) Read the T-chart. Then listen to Part 2 of the interview. Take notes in the T-chart on the specific points the speakers mention about being a lark or an owl.

 四. Focus for speaking  

1. speaking skills----supporing a viewpoint in speaking.

2. Speaking practice

(1) Work in pairs and role-play the following situations. Use the skills for supporting a viewpoint in speaking.

(2) Group discussion-learning how to conduct a happiness survey.

Get ideas---Discuss and organize ideas---Present ideas

3. Public speaking

1. Public speaking skills—Persuasive speeches-make an impromptu speech.

2. Public Speaking practice

You are going to make a five-minute impromptu speech.

 五. Self-study tasks

1. Language sense enhancement tasks.

2. Supplementary listening tasks.  

Unit Two Getting older, getting wiser?

 一. Topic

Different views about future hopes and plans.

 二. Words and Expressions

   Infant, newborn, young adult, teenager, the middle aged, senior citizen, toddler,

 三. Focus for listening

1. Listening skills—how to organize notes in listening

2. Listening practice

(1) Listen to the letter and underline the correct alternative.

(2) listen to part 1 and complete the notes, listen to part 2 and answer the questions.

 四. Focus for speaking  

1. speaking skills--Asking for clarification

2. Speaking practice

(1) Work in pairs and role-play the following situations. Use the skills for asking for clarification.

(2) Group discussion-Discussi ng life at different ages

Get ideas---Discuss and organize ideas---Present ideas

3. Public speaking

1. Public speaking skills—Persuasive speeches-Methods of persuasion

2. Public Speaking practice

You are going to make a five-minute speech persuading your audience not to stay up late at night.

 五. Self-study tasks

1. Language sense enhancement tasks.

2. Supplementary listening tasks.  

Unit Three Discovering your niche holiday

 一. Topic

Different views about leisure time.

 二. Words and Expressions

   Extra-curricular, supplement, talent, creativity, benefit, niche holiday, observe, historic route, if I had only one day left to live, I would…, the way it works is that…, this is done as follows…, the first step is to…, millionaire, contestant…

 三. Focus for listening

1. Listening skills—identifying the meaning of a new word or term in listening

2. Listening practice

(1) number the following examples of “niche holidays” in the order you hear them, and find out what a “niche holiday” refers to.

(2) listen to the program and check the true statements.

 四. Focus for speaking  

1. speaking skills----describing procedures

2. Speaking practice

(1) Work in pairs and role-play the following situations. Use the skills for descrbing procedures..

(2) Group discussion-talking about leisure activities and their meaningfulness

Get ideas---Discuss and organize ideas---Present ideas

3. Public speaking

1. Public speaking skills—persuasive speeches-organizational pattern(II): Motivated sequence

2. Public Speaking practice

You are going to make a five-minute speech organized in the motivated sequence.

 五. Self-study tasks

1. Language sense enhancement tasks.

2. Supplementary listening tasks.  

Unit Four Solving problem&seeking happiness

 一. Topic

Different views about social issues.

 二. Words and Expressions

   Poverty, homelessness, famine, debt, pollution, drug abuse, obesity, lack of drinking water, divorce, domestic violence, result in, nurture, brighten, contentment, stable, microchip, symptom, speed camera, number plate recognition...

 三. Focus for listening

1. Listening skills—identifying supporting details in listening

2. Listening practice

(1) Listen and match each speaker to the type(s) of surveillance technology he/she is talking about.

(2) listen and complete the table.

 四. Focus for speaking  

1. speaking skills----supporting a viewpoint in speaking

2. Speaking practice

(1) Work in pairs and role-play the following situations. Use the skills for supporting a viewpoint in speaking.

(2) Group discussion-learn how to conduct a happiness survey

Get ideas---Discuss and organize ideas---Present ideas

3. Public speaking

1. Public speaking skills—Persuasive speeches-make an impromptu speech

2. Public Speaking practice

You are going to make a five-minute impromptu speech

 五. Self-study tasks

1. Language sense enhancement tasks.

2. Supplementary listening tasks.  

Unit Five  Art expands horizons

 一. Topic

Different views about arts that you enjoy.

 二. Words and Expressions

   Sculpting, photographing, combination of imagination and reality, intimate exhibition, intellect,

Intense, in favor of, I’d rather not choose, get your vote, in favor of, beneficial, eye-catching, stimulating,

Electrifying, gengre, plot summary, recommendation…

 三. Focus for listening

1. Listening skills—listening for favor and disfavor

2. Listening practice

(1) note down what project each person favors and disfavors.

(2) listen to the discussion again and fill in the blanks.

 四. Focus for speaking  

1. speaking skills----giving a tour of a place.

2. Speaking practice

(1) Work in pairs and role-play the following situations. Use the skills for giving a tour of a place.

(2) Group discussion-talking about movies you’ve seen.

Get ideas---Discuss and organize ideas---Present ideas

3. Public speaking

1. Public speaking skills—Persuasive speech-giving a formal toast speech

2. Public Speaking practice

You are going to make a five-minute toast speech.

 五. Self-study tasks

1. Language sense enhancement tasks.

2. Supplementary listening tasks.  

Unit Six Mass media: 24 / 7 coverage

 一. Topic

Different views about different forms of news media.

 二. Words and Expressions

   Guardian, headlines, discriminate, outlets, inspire, I heard this story about…, do you know what happened next?,what was weird/ strange/ interesting was…,after that, the amazing thing is…, such an amazing…, there is no way…

 三. Focus for listening

1. Listening skills—learning how to follow a narrative in listening

2. Listening practice

(1) Listen to the news story. Then number the things in order.

(2) listen to the news story again and fill in the blanks.

 四. Focus for speaking  

1. speaking skills----learning how to add emphasis in speaking.

2. Speaking practice

(1) Work in pairs and role-play the following situations. Use the skills for learning how to add emphasis in speaking.

(2) Group discussion-talking about TV programs you like

Get ideas---Discuss and organize ideas---Present ideas

3. Public speaking

1. Public speaking skills—giving an after-dinner speech

2. Public Speaking practice

You are going to make a five-minute after-dinner speech.

 五. Self-study tasks

1. Language sense enhancement tasks.

2. Supplementary listening tasks.  

Unit Seven Trouble in modern times

 一. Topic

Different views about social problems.

 二. Words and Expressions

   Pickpocketing, kidnapping, hacking, stalking, tax evasion, vandalism, identity theft, counterfeiting, mugging, arson, shoplifting, bribery, tinned food, torch, first-aid kit, survival manual, curious.

 三. Focus for listening

1. Listening skills—using information questions to understand a story.

2. Listening practice

(1) listen to the two conversations and take notes.

(2) work in pairs and discuss the questions.

 四. Focus for speaking  

1. speaking skills---reporting an incident.

2. Speaking practice

(1) Work in pairs and role-play the following situations. Use the skills for reporting an incident.

(2) Group discussion-people deciding on the items.

Get ideas---Discuss and organize ideas---Present ideas

3. Public speaking

1. Public speaking skills—graduation speeches.

2. Public Speaking practice

You are going to make a five-minute graduation speeches.

 五. Self-study tasks

1. Language sense enhancement tasks.

2. Supplementary listening tasks.  

Unit Eight Everybody has a story to tell

 一. Topic

Different views about reading experiences.

 二. Words and Expressions

   Wonder, perspective, fictional, monstrous, storytelling, egalitarian, democratic, play off, take life under control, dissatisfaction, unpredictable, cherish, I have a special liking for…, I’m hooked on..., what appeals to me about …is …

 三. Focus for listening

1. Listening skills—understanding idioms and phrases in listening.

2. Listening practice

(1) listen to the interview and answer the questions.

(2) listen to the interview again and fill in the blanks.

 四. Focus for speaking  

1. speaking skills---express likes or dislikes

2. Speaking practice

(1) Work in pairs and role-play the following situations. Use the skills for expressing likes or dislikes.

(2) Group discussion-telling a personal experience to prove or disprove a saying.

Get ideas---Discuss and organize ideas---Present ideas

3. Public speaking

1. Public speaking skills—give a farewell speech

2. Public Speaking practice

You are going to make a five-minute farewell speeches.

 五. Self-study tasks

1. Language sense enhancement tasks.

2. Supplementary listening tasks.

 主要参考文献

1. Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.

2. Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System 23(2), 195-205.

3. Harmer, J. ( 2000). How to Teach English. Beijing: Foreign Language Teaching and Research Press. J. B. Heaton. (2000). Writing

4. English Language Tests. Beijing: Foreign Language Teaching and Research Press.

5. Michael H. Long & Jack C. Richards. (1987) Methodology in TESOL:A Book of Readings.

6. Heinle & Heinle: Thomson Learning. 18.Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1), 133-58.

7. Richards, J.C. & 19.Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
   Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching. (2nd Ed.). Cambridge: Cambridge University Press.

8. Xu, J. F. (2006). The theory and practice of modern foreign language teaching. Wuhan: Huazhong University of Science and Technology Press.

9.  大学英语课程教学要求(试行) (2004)，教育部高教司。

10.  大学英语课程教学要求(2007)，教育部高教司。

11.  大学英语教学大纲（1996年）(高等学校文理科本科用)，上海外语教育出版社出版。

12.  大学英语教学大纲（1999年修订本），上海外语教育出版社、高等教育出版社出版。

13.  高等学校英语专业基础阶段英语教学大纲（1989年），上海外语教育出版社出版。

14.  大学英语听说教程教师用书（全新版）（1-4册），上海外语教育出版社出版。

15.   新视野大学英语读写教程教师用书（1-4册），外语教学与研究出版社出版。

16.  新视野大学英语读写教程辅导（1-4册），机械工业出版社出版

17.  新视野大学英语听说教程辅导（1-4册），机械工业出版社出版

18.  新视野大学英语读写教程课文辅导大全（1-4册），新华出版社出版。

19.  高吉利. (2005b). 国内学习者自主研究述评. 外语界,(6),57-62.

20.  高吉利. (2005a). 国内外语自主学习研究状况分析综述. 外语教学, (1), 63-66.

21.  高吉利. (2006). 国内“学习者自主性”研究的回顾与展望. 国外外语教学, (2), 56-61.

22.  何晓东. (2004). 国内自主学习中的若干问题. 外语界, (4), 12-16.

23.  华维芬. (2001). 自主学习中心—一种新型的语言学习环境. 外语界, (5), 43-48.

24.  庞维国. (2003). 自主学习---学与教的原理与策略. 上海: 华东师范大学出版社.

25.  王守仁. ( 2007). 大学英语课程教学要求. 北京: 外语教学与研究出版社.

26.  文秋芳. (1999). 英语口语测试与教学.上海: 上海外语教育出版社.

27.  大学英语教学指南(教育部2017最新版) ，教育部高教司。