《大学英语IC》
一、课程基本信息
英文名称 | College EnglishIC | ||||
课程编号 | 180049 | 课程类型 | 公共基础课 | ||
课程学分 | 4 | 课程学时 | 64 | ||
适用专业 | 非英语专业普通本科、3+2专升本 | ||||
先修课程 | 高中英语 | ||||
后修课程 | 跨文化交际英语口语教学理论与实践》、《中国文化英语说》选修 | ||||
开设学期 | 第3学期 | ||||
考核方式 | 形成性评价和课程考试相结合 | ||||
课程负责人 | 张晖 | 课程团队 | 徐柳明、刘延征、李万勇、马秀华、李新丽、陈霞、马叶彤、张克梅…. | ||
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：
外国语公共外语课程教学方案(2017人才培养方案 学校版) | |||||
课程名称 | 专业、层次、课型 | 开设学期 | 学分 | 课程号 | 说明 |
大学英语IA | 创新班2+X（2节读写+X网络自主） 普通文科2+2（2节读写+1节口语+1节听力） 普本理科3+1（3节读写+1节视听说） | 1 | 2.5 | 180047 | 3+2专升本修读大学英语IC-ID；大学日语、俄语单独编班。 |
大学英语IB | 2 | 3.5 | 180048 | ||
大学英语IC | 3 | 4 | 180049 | ||
大学英语ID | 4 | 2 | 180050 | 第三学期未通过大学英语四级考试的学生修读。 | |
专门用途英语 | 视专业而定 | 4 | 2 | 第三学期通过大学英语四级考试的学生修读。 | |
大学英语IIA | 艺体类3+1 （3节读写+1节视听说） | 1 | 2.5 | 180051 | |
大学英语IIB | 2 | 3.5 | 180052 | ||
大学英语IIC | 3 | 4 | 180053 | ||
大学英语IID | 4 | 2 | 180054 | ||
大学英语IIIA | 春季招生3+1 （3节读写+1节视听说） | 1 | 2.5 | 180055 | 普通专科修读大学英语IIIA-IIIC；中加班参照加方要求。 |
大学英语IIIB | 2 | 3.5 | 180056 | ||
大学英语IIIC | 3 | 4 | 180057 | ||
大学英语IIID | 4 | 2 | 180058 | ||
英语综合素质课 限定选修课 | 普通本科 | 5-8（任选） | 2 | 为保障英语学习四年不断线，普通本科生在大三-大四期间至少选修一门英语综合素质课。 | |
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 EnglishIC）
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150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90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100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150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270英语单词，汉英译速为每小时220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5000个单词和1000个词组，其中2200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 EnglishIC）
(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．大学英语IC（读写）
Unit One
Section A Never, ever give up!
Section B Chance favors the prepared
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. 正确认识成功的含义和秘诀；
3. 学习如何选择和撰写例子来支撑论点。
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. 正确认识成功的含义和秘诀，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，学会如何选择和撰写例子来支撑论点。
单元知识要点
一. Background information
What is success? What do you think are the secrets of success?
二. Language focus
1. Key words
Deviate, preclude, premier, whereby, civic, patriotic, inhibit, scholarly, idiot, bypass, persecution, misfortune, glamorous, tragic, spur, optimism, dedication, commend, uphold, endeavor, statesman, diligent,pursuit, ranch, circuit, unprecedented, nominate, appoint, abortion, expend, inward, robust, maintain, transcend, handicap, feat
2. Phrases and Expressions
Remove sth./sb. from sb,Deviate from sth, Preclude sb from doing sth, Write sb./sth off, fail in, triumph over, in the pursuit fo sth, act as, work one’s way to/through/into, fall down
3. Sentence structures
(1) 用于表达“对已知条件的否定.
A, B, C — none of these be/do…(para.3 L.1)
(2) 用于表达“对某事物最为重要的因素是……”。
It’s not … that matters. It’s …that be/do…(para.7 L.5)
三. Grammar points
1. Upon+n/v-ing结构相当于as soon as/when.....的用法
2. Live one’s dream的用法
四. Text structure
Introduction—Illustration—Conclusion
五. Structured writing
Develop an example essay.
六. Reading skills
Understanding denotation and connotation
七. Reflections and learning tasks
1. Think about the secret of success.
2. Complete after-text Exercises ( P9-12 ) and unit exercises in Comprehensive Exercises Book 3.
3. Conduct a series of online learning tasks.
Unit Two
Section A Swimming through fear
Section B When courage triumphed over fear
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. 正确认识如何战胜恐惧；
3. 学会书写记叙文。
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. 正确认识如何战胜恐惧，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，学会书写记叙文。
单元知识要点
一. Background information
Did you have a fear of something before? If so, how did you overcome it?
二. Language focus
1. Key words
Waterproof,jetty,notorious,hop,oust,feeble,recede,deem,pathetic,mob,gasp,catastrophe,tide,
bleak,tow,intervene,appraise,symptom,underestimate,midst,paralyze,impromptu,ridge,whirl,athletic,
dismay,batter,vicious,clarity,paw,derail,perish,forcibly,escort,practicable,brink.
2. Phrases and Expressions
Pull to a stop,sick to one’s stomach,black out,pop up,stop short,plow through sth,throw oneself into/at/on/down,make one’s way,let oneself go,grab for/at sth.
3. Sentence structures
(1) 否定比较级，用于表达“最……”。
Nothing … as much as …(para.1L.4)
(2) 用于表达“某人对某些事的反思”
As sb. did sth., sb. realize something incredible / provoking / important: sb. no longer …
(para.16 L.1)
三. Grammar points
1.as 用在句首的倒装用法
2. Grab for/at sth.区别用法
四. Text structure
Exposition—Development—Conclusion
五. Structured writing
Develop a narrative essay
六. Reading skills
Reading for making inferences
七. Reflections and learning tasks
1. Think about how to beat the fear.
2. Complete after-text Exercises ( P39-42 ) and unit exercises in Comprehensive Exercises Book 3.
3. Conduct a series of online learning tasks.
Unit Three
Section A Audrey Hepburn----A true angel in this world
Section B A Life in Film
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. 了解奥黛丽赫本的传奇一生；
3. 学会在记叙文写作中如何以时间顺序讲好故事。
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. 了解奥黛丽赫本的传奇一生，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，学会在记叙文写作中如何以时间顺序讲好故事。
单元知识要点
一. Background information
How did Audrey Hepburn influence the world?
二. Language focus
1. Key words
Noteworthy,domain,portray,exemplary,ambassador,brutality,captive,dart,huddle,foul,anonymous,
Refugee,fragile,afflict,immigrant,rigorous,compliment,humanitarian,divorce,jeopardize,conscientious,diplomat,cozy,embark,outreach,drought,beneficiary,wicked,deprive,misery,ideology,integral,sacred,cherish,serene,gracious,perpetual,signify,poise.
2. Phrases and Expressions
Take/hold sb captive, turn sb/sth down,embark on/upon sth,share in sth,lead by example,be stricken by/with, live on
3. Sentence structures
(1) 用于表达“与表面现象或人们预期相反的情况”。。
Despite ..., sth. that sb. most prefers doing is (not)…(para.2,L.1)
(2) 用于表达“某人在特定身份下，对事物的洞察”。
As…, sb. is aware of/knows…(para.3,L.1)
三. Grammar points
1.as they are(as在此处是连词) 的用法
2. majesty的特殊用法(your/her/his majesty)
四. Text structure
Introduction—Main body—Conclusion
五. Structured writing
Learn how to tell a story in developing a narrative essay.
六. Reading skills
Distinguishing between facts and opinions.
七. Reflections and learning tasks
1. Think about the life of Audrey Hepburn.
2. Complete after-text Exercises ( P70-73 ) and unit exercises in Comprehensive Exercises Book 3.
3. Conduct a series of online learning tasks.
Unit Four
Section A The surprising purpose of travel
Section B Traveling solo----A blessing overall!
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. 讨论令人惊奇的旅游目的；
3. 学会在议论文写作中运用因果形式展开论据。
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. 讨论 令人惊奇的旅游目的，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，学会在议论文写作中运用因果形式展开论据。
单元知识要点
一. Background information
Try your best to list the reasons that people travel.
二. Language focus
1. Key words
Groan,console,consolation,burdensome,airborne,dense,mall,cluster,globalize,luncheon,anniversary,decide-dly,corporate,compulsory,offset,tropical,aviation,hemisphere,irony,stubborn,contemplate,saturate,finite,
literal,prose,verse,cognitive,imprison,mundane,exotic,endow,trivial,multicultural,ambiguity,circumference,latitude,longitude,renaissance,facet,insular,drawback,jet lack.
2. Phrases and Expressions
On sale,be saturated with,trade...for...,mingle...with...,be open to sth, more often than not.
3. Sentence structures
(1) 用于表达“某人受到暗示或提示后采取的行动”。
Sb. almost do…before…and sb. do…, remembering that… (para.1,L.2)
(2) 用于表达“某人喜欢/不喜欢做某事的种种原因”
Sb. do sth. because sb. like / dislike to, because….(para.4, L.2)
三. Grammar points
1.We don’t spend 10 hours lost in the Louvre because we like it.句子中not的用法。
2. Be saturated with.的用法
四. Text structure
Introduction—Main body—Conclusion
五. Structured writing
Develop a cause-effect essay
六. Reading skills
Reading with your background knowledge
七. Reflections and learning tasks
1. Think about the surprising purpose of travel.
2. Complete after-text Exercises ( P99-101 ) and unit exercises in Comprehensive Exercises Book 3.
3. Conduct a series of online learning tasks.
Unit five
Section A Will you be a worker or a laborer?
Section B Culture Shock
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worker和laboror的区别；
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worker和laboror的区别，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
1. What is “continuing education”?
2. What is “experiential learning”?
二. Language focus
1. Key words
degrade, innovation, automate, upcoming, medieval, aristocracy, diversion,contend, adverse , conform, livelihood, refrain, addictive, gossip, extravagant, commonplace, coincide, voluntary, dedicate, precision, foster, hurl, suffice, optimum, stitch, patch, handcraft, hospitability, utilize, charitable, entrust, absurd, bias, fellowship, ponder, linger
2. Phrases and Expressions
name only / but a few, sink one’s teeth into sth,slave away,count down, at hand, contend with sth,live up to sth, give out,play fair, be hard on sb.,endeavor to do sth.,pierce one’s heart, carry on sth., in the strict sense ,correlate with,be prone to do sth.
3. Sentence structures
(1) Sb. find oneself V.-ing / V.-ed.
(2) As sb. do ... doing …, sb. do …
(3) What is sth. from the point of view of A is sth. else from the point of view of B.
(4) Sb. hurl the passion into sth. Or doing sth., be it… like/such as…, or…like/such as …
三. Grammar points
1. Sb. do sth. (filled) with / full of …用法
2. But while A is doing sth., B is doing sth. else.的用法
四. Text structure
Introduction—Body—Conclusion
五. Structured writing
Develop a comparison / contrast essay
六. Reading skills
Recognizing signal words
七. Reflections and learning tasks
1. Think about the deiference between worker and laboror.
2. Complete after-text Exercises and unit exercises in Comprehensive Exercises Book 3.
3. Conduct a series of online learning tasks.
Unit six
Section A Under the bombs: 1945
Section B Smith and Luis
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. 熟悉Under the bombs: 1945的故事；
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. 熟悉Under the bombs: 1945的故事，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
To talk about cruelty of war and its harmful impact on children’s growth
二. Language focus
1. Key words
landmine, ammunition, appalling, massacre, permeate, blaze, inflict, evacuate, casualty, convict, pervasive, stray, tangle, clasp, brood, summon, jealous, nutrition, edible, scrap, orphan, blush, moan, lieutenant, supervise, dispatch, deploy, scent, concise, tag, vicinity, homesickness, ascertain, petition, guardian, dogged
2. Phrases and Expressions
radiate from, line…with, next to nothing, weave one’s way around / through / to sth., in the direction of, recall the beginning,from my standpoint , fall from profound fatigue, the deserted road, dense with … , worth next to nothing ,a gang of stray boys,spring to life, in essence,come to life, dwell on / upon, leave off
3. Sentence structures
(1)When sb. look back, sb. is / are / feel adj. that …
(2) Unable to do sth., sb. do sth. else.
(3) Sth. be but another sth. for sb., but for sb. else, sth. be …
(4) Try as sb. might, …
三. Grammar points
1. It has been … since …的用法
2. What sb. could never have imagined was that …的用法
四. Text structure
Introduction—body—conclusion
五. Structured writing
Writing a Book Report
六. Reading skills
Reading for Main Ideas in Paragraphs
七. Reflections and learning tasks
1. Think about the cruelty of war to the people.
2. Complete after-text Exercises and unit exercises in Comprehensive Exercises Book 3.
3. Conduct a series of online learning
Unit Seven
Section A Surviving an economic crisis
Section B Economic bubbles: Causes and conditions
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. 正确认识西方世界经济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. 正确认识西方世界经济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 economic crisis
二. Language focus
1. Key words
originate, mortgage, regulatory, oversight, repay, termination, deteriorate, spiral, sizable, layoff, migrant, evict, likelihood, spectrum, tenant, subsistence, deposit, expire, verge, harassment, comply, spur, greed, flaw, underlying, foremost, flock, amplify, assimilate, retrospect, cumulative, appraisal, allocate, duplicate, envisage, blunder
2. Phrases and Expressions
pack up, wind up,scrape sth. together/up, a roof over one’s head, catch up with sb.,for good , repay the loans, unemployment insurance benefits, face unsure futures,go back and forth between resolve and despair, have no choice but to comply，disappear into an invisible world , a ray of hope, be seen as a parasite
3. Sentence structures
(1)Sb. wonders if he/she will ever again do sth.
(2) Sb. worries about what will happen when...
（3）Sb. knows that in all likelihood…
三. Grammar points
1. . Sth. occurs/happens when…的用法
2.If this situation/ problem /is widespread/popular, it can culminate in/end in…的用法
四. Text structure
Introduction—body—conclusion
五. Structured writing
Further develop a cause-and-effect essay
六. Reading skills
Recognizing definitions in a text
七. Reflections and learning tasks
1. Think about solutions to economic crisis.
2. Complete after-text Exercises and unit exercises in Comprehensive Exercises Book 3.
3. Conduct a series of online learning tasks.
Unit Eight
Section A Reflections of a Chinese mother in the West
Section B A Western mother’s responses
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. 正确认识美国人的家庭教育观念；
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. 正确认识美国人的家庭教育观念，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
different approaches to children’s education
二. Language focus
1. Key words
presumption, armor, blueprint, submission, clash, irrespective, indignation, defiance, preach, humane, courtesy, cradle, self-esteem, insulate, hesitant, disposal, dispense, opinionated, doctrine, infringe, baffle, offspring, intellect, confer, articulate, contempt, rehearsal, displeasure, sparkle, redundant, ascribe, hostile, temporary, conception
2. Phrases and Expressions
dispense with,in terms of, . insulate sb. / sth. from/ against,. irrespective of, have authority over, have a high/low / good / bad opinion of sb. / sth. , gorge (oneself) on sth., tiptoe around sth., get away with sth. , at one’s disposal, force sth. on / upon sb., have authority over, get sb. wrong, for one’s part, Confucian doctrine of loyalty
3. Sentence structures
(1)The fact is that sb. do things that seem provocative…, even … to sb.
(2) That’s why the solution to sth. is always to do sth.
(3)Another area where Chinese and Westerners clash is that most Westerners / Chinese believe sb. must / can do sth.
三. Grammar points
1. . When the time comes to do sth., …的用法
2.More importantly, if sb. did sth., sb. would do sth. else.的用法
四. Text structure
Introduction—body—conclusion
五. Structured writing
Develop an argumentative essay
六. Reading skills
Reading in thought groups
七. Reflections and learning tasks
1. Think about different approaches to children’s education.
2. Complete after-text Exercises (and unit exercises in Comprehensive Exercises Book 3.
3. Conduct a series of online learning tasks.
附件2．大学英语IC（视听说）
Unit One Access to success
一. Topic
Talk about success.
二. Words and Expressions
believe in, circumstances, searching for, a strong sense of ,responsibility, insecurity, integrity, accomplishing , are longing for, priorities
三. Focus for listening
1. Listening skills--take notes by using a keyword outline.
2. Listening practice
(1)Listen to three people talking about memory. Then check the things they talk about.
(2) listen to the conversation again and complete the notes with what you hear.
四. Focus for speaking
1. speaking skills--refer to what you said earlier.
2. Speaking practice
(1) Work in pairs and role-play the following situations. Use the skills for answering the questions.
(2) Group discussion-talk about a challenge / an achievement.
Get ideas---Discuss and organize ideas---Present ideas
3. Public speaking
1. Public speaking skills—have a basic understanding of public speaking.
2. Public Speaking practice
You are going to make a five-minute speech about a basic understanding of public speaking.
五. Self-study tasks
1. Language sense enhancement tasks.
2. Supplementary listening tasks.
Unit Two Emotions speak louder than words
一. Topic
Talk about different emotions.
二. Words and Expressions
Exerting, fabulous, take them out, approaches, head for, efficient, is linked with, compare favorably to, boost, session
三. Focus for listening
1. Listening skills--identify the problem-solution pattern in listening.
2. Listening practice
(1) Listen and fill in the blanks.
(2) Classify the sentences in Exercise 2 into corresponding categories according to the information introduced in Listening Skills..
四. Focus for speaking
1. speaking skills--give news in an appropriate way.
2. Speaking practice
(1) Work in pairs and role-play the following situations. Use the skills for answering the questions.
(2) Group discussion-present memorable moments that you have experienced in life.
Get ideas---Discuss and organize ideas---Present ideas
3. Public speaking
1. Public speaking skills—learn the overall organization of a speech.
2. Public Speaking practice
You are going to make a five-minute speech about overall organization of a speech.
五. Self-study tasks
1. Language sense enhancement tasks.
2. Supplementary listening tasks.
Unit Three Love your neighbor
一. Topic
Talk about neighbors and communities.
二. Words and Expressions
Illegal, taking family vacation, acquaintances, throwing a party, verbal,
tolerant, intervene, splits the difference, resolve, talk it out
三. Focus for listening
1. Listening skills--distinguish fact from opinion in listening.
2. Listening practice
(1)Listen and answer the questions.
(2) Decide whether the statements below are facts or opinions.
(3)Discuss the questions.
四. Focus for speaking
1. speaking skills--learn how to tell a story.
2. Speaking practice
(1) Work in pairs and role-play the following situations. Use the skills for answering the questions.
(2) Group discussion-talk about planning a community.
Get ideas---Discuss and organize ideas---Present ideas
3. Public speaking
1. Public speaking skills—know the rules about language use in public speaking.
2. Public Speaking practice
You are going to make a five-minute speech about Language use in public speaking.
五. Self-study tasks
1. Language sense enhancement tasks.
2. Supplementary listening tasks.
Unit Four What’s the big idea?
一. Topic
Talk about inventions and creative ideas.
二. Words and Expressions
Vary, a large portion of, well-being, profound, accessible, ultimately, have a harmful effect on, went against, aviation, is not worth pursuing
三. Focus for listening
1. Listening skills--predict the theme and relevant vocabulary before you listen.
2. Listening practice
(1)Predict what the expert would say to complete the statements. Then listen and check your answers.
(2) Listen again and fill in the blanks.
四. Focus for speaking
1. speaking skills--propose ideas and comment on ideas while brainstorming.
2. Speaking practice
(1) Work in pairs and role-play the following situations. Use the skills for answering the questions.
(2) Group discussion-present your business idea.
Get ideas---Discuss and organize ideas---Present ideas
3. Public speaking
1. Public speaking skills—learn to use voice, body language and visual aids effectively in speech delivery.
2. Public Speaking practice
You are going to make a five-minute speech about how to deliver a speech.
五. Self-study tasks
1. Language sense enhancement tasks.
2. Supplementary listening tasks.
Unit Five More than a paycheck
一. Topic
Talk about different jobs.
二. Words and Expressions
suffer from, enthusiastic, erodes, competent, clear-cut, labeling, comes down to, commonplace, tend to, focusing on
三. Focus for listening
1. Listening skills--listen for contrast.
2. Listening practice
(1)Match the speakers to the pictures.
(2) Listen again and fill in the blanks. After that, underline the expressions which indicate contrast.
四. Focus for speaking
1. speaking skills--manage a meeting / discussion.
2. Speaking practice
(1) Work in pairs and role-play the following situations. Use the skills for answering the questions.
(2) Group discussion-talk about a typical day in life.
Get ideas---Discuss and organize ideas---Present ideas
3. Public speaking
1. Public speaking skills—make an informative speech in topical order.
2. Public Speaking practice
You are going to make a five-minute speech about general purpose and categories of informative speeches.
五. Self-study tasks
1. Language sense enhancement tasks.
2. Supplementary listening tasks.
Unit Six Histories make men wise
一. Topic
Talk about important events and people in history.
二. Words and Expressions
Estimated, assassinated, was intended to, released from, made a contract with, gave way , Accomplishing ensued, survived, victims,perished
三. Focus for listening
1. Listening skills-- make inferences.
2. Listening practice
(1) Listen to three people talking about different decades. Which decades did they grow up in? Generally, do they feel positive or negative about that decade?
(2) Compare your answers to Exercise 2 with a partner. Explain the reasons for your answers. What information helped you make such inferences?
四. Focus for speaking
1. speaking skills--express uncertainty.
2. Speaking practice
(1) Work in pairs and role-play the following situations. Use the skills for answering the questions.
(2) Group discussion-talk about an imaginary history.
Get ideas---Discuss and organize ideas---Present ideas
3. Public speaking
1. Public speaking skills—make an informative speech in chronological or spatial order.
2. Public Speaking practice
You are going to make a five-minute speech about chronological order.
五. Self-study tasks
1. Language sense enhancement tasks.
2. Supplementary listening tasks.
Unit Seven For every question There is an answer
一. Topic
Talk about solutions to problems.
二. Words and Expressions
believe in, circumstances, searching for, a strong sense of, responsibility, insecurity, integrity, accomplishing, are longing for, priorities
三. Focus for listening
1. Listening skills--listen for specific information.
2. Listening practice
(1)Listen and answer the five questions.
(2)listen to the conversation again and check the true statements.
四. Focus for speaking
1. speaking skills--request and respond properly.
2. Speaking practice
(1) Work in pairs and role-play the following situations. Use the skills for answering the questions.
(2) Group discussion-present an invention
Get ideas---Discuss and organize ideas---Present ideas
3. Public speaking
1. Public speaking skills—make an introduction speech.
2. Public Speaking practice
You are going to make a five-minute speech about introduction speeches.
五. Self-study tasks
1. Language sense enhancement tasks.
2. Supplementary listening tasks.
Unit Eight Communication: then and now
一. Topic
Talk about different ways of communication.
Words and Expressions
Endangered, falling apart, calculates, tosses aside, turn to, unprecedentedly, classified, shut down, approximately, fury
三. Focus for listening
1. Listening skills--listen for speaker’s prediction.
2. Listening practice
(1)Watch the video clip and fill in the blanks with what you hear.
(2) Watch the video clip again and match the people below to the extracts a-f.
四. Focus for speaking
1. speaking skills--deal with misunderstandings.
2. Speaking practice
(1) Work in pairs and role-play the following situations. Use the skills for answering the questions.
(2) Group discussion-conduct a survey on the means of communication
Get ideas---Discuss and organize ideas---Present ideas
3. Public speaking
1. Public speaking skills—make an acceptance speech.
2. Public Speaking practice
You are going to make a five-minute speech about acceptance speeches.
五. Self-study tasks
1. Language sense enhancement tasks.
2. Supplementary listening tasks.
主要参考文献
Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System 23(2), 195-205.
Harmer, J. ( 2000). How to Teach English. Beijing: Foreign Language Teaching and Research Press. J. B. Heaton. (2000). Writing
English Language Tests. Beijing: Foreign Language Teaching and Research Press.
Michael H. Long & Jack C. Richards. (1987) Methodology in TESOL:A Book of Readings.
Heinle & Heinle: Thomson Learning. 18.Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1), 133-58.
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.Xu, J. F. (2006). The theory and practice of modern foreign language teaching. Wuhan: Huazhong University of Science and Technology Press.
大学英语课程教学要求(试行) (2004)，教育部高教司。
大学英语课程教学要求(2007)，教育部高教司。
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。
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。
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。
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。
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。
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
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
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。
高吉利. (2005b). 国内学习者自主研究述评. 外语界,(6),57-62.
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.
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.
何晓东. (2004). 国内自主学习中的若干问题. 外语界, (4), 12-16.
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.
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.
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.
文秋芳. (1999). 英语口语测试与教学.上海: 上海外语教育出版社.
大学英语教学指南(教育部2017最新版) ，教育部高教司。