【大学英语IIA】

《大学英语IIA 》

一、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（大学英语IIA ）

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，能基本听懂英语国家慢速英语节目，语速为每分钟100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60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80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80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150英语单词，汉英译速为每小时130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2000个单词和500个词组，其中1200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（大学英语IIA ）

(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上海外语教育出版社出版的《全新版大学进阶英语综合教程》（2017）、《全新版大学进阶英语视听说教程》（2017年）。教材贯彻外语学习循序渐进的原则，继承“全新版大学英语系列教材”在学理念、教学内容、教学设计、教材质量等方面的优良传统，以新时期人才培养需求为参照，以新的教学要求为指导，以跨媒体教学手段为突破，在内容、形式编写模式上不断创新，为全国师生提供多元化的教学选择。教材采用折中主义（eclecticism）教学理念，既汲取交际法、任务型教学法、输出驱动型教学法等教学理念之长，又继承和发扬我国外语教学中的优良传统，有效结合数字化、网络化等新媒体教学手段，实践了符合中国教师教学和学生学习习惯的“基于主题的从输入(听读)到输出(说/写)综合训练的教学路子( A theme-based and comprehensive from-input-to- output training教材编写充分体现“教师为主导，学生为主体”的原则，有助于学生的语言操练、自主学习、个性化学习，同时也有利于教师组织教学，有利于师生互动，有利于教师指导下学生主动地、创造性地学习。

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。其中平时成绩占总成绩的30%，期末考试成绩占总成绩的70%。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%。

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以及外研讯飞FiF口语训练平台等。

 执笔人：纪元新          

 审定人：陈霞                  

 批准人：张庆云                  

 制定（修订）日期：2017年8月

附件1.

大学英语IIA (读写)

Unit One  The Pursuit of Dreams

 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. 认识成功的追梦者是如何实现梦想的；

3. 提高理解文章大意和提取信息的能力。

 教学学时：8

 实践环节：课堂展示、课堂讨论、自主学习、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，任务型教学法，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. 从内容和语言两方面透彻地理解本单元课文；

2. 掌握并学会正确使用与追求梦想相关的词汇；

3. 认识成功的追梦者是如何实现梦想的；

4. 畅想自己理想的职业并解释如何梦想成真；

5. 学会写段落的主题句。

 单元知识要点

 一. Background information

The experience of several dream pursuers.

 二. Language focus

1. Key words

infection, insurance, predict, folk, hook, challenge, tutor, sympathy, software, screen, creativity, corporate, motivation, chase

2. Phrases and Expressions

over time, by now, do well, how about, take over, show up, all the way, come to life, believe in, be big on, why not

3. Sentence structures

(1) How about...?

How about teaching a deaf person to deejay?(Para. 3)

(2) Why not...?

I’ m a deaf DJ, so Why not?(Para. 8)

I know you’ve set your goal. Why not make a plan?(P.22)

 三. Grammar points

Word formation: conversion词性转换法

tutor n.→v., red adj.→n.(P.21)

 四. Text structure

The text is a narrative, and the narration follows the time sequence of:

When he was little

    →on his18th birthday

    →after deejaying at his father’s restaurant for a few weeks

    →when he was 25

    →when he started deejaying at clubs

    →now when he performs

 五. Reading skills

1. Fast-reading for the main idea

2. Skimming for specific information

3. Understanding difficult sentences by translating

 六. Integrated skills

1. Listening: listen for details, and fill in blanks.

2. Speaking: role-play an interview.

3. Writing: a paragraph about “My Dream Job”, with a topic sentence at the very beginning.

 七. Reflections and learning tasks

1. Get to know the hardships and obstacles of pursuing dreams, and the way people chase and            realize their dreams.

2. Complete after-text Exercises ( P19-23 ) .   

3. Conduct a series of online learning tasks.

Unit Two  Freshman Year

 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. 提高大学生独立自主的意识和能力；

3. 提高通过上下文语境辨别单词意思的能力。

 教学学时：8

 实践环节：课堂展示、课堂讨论、自主学习、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，任务型教学法，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. 从内容和语言两方面透彻地理解本单元课文；

2. 掌握并学会正确使用与大学生活相关的词汇；

3. 认识美国人如何看待大一生活，反思自己是如何应对的，并把美国人和中国人在这一问题上的认识和做法进行对比；

4. 认识如何更好地对待大一；

5. 学会正确地写电子邮件。

 单元知识要点

 一．Background information

The freshman year of college life

 二．Language focus

1. Key words

faculty, nonetheless, combine, inevitable, embarrassed, accompany, misguide, crush, complain, assignment,issue, aware, loan, incident, plead, negotiate, undertake

2. Phrases and Expressions

in tow, one’s heart/thoughts go(es) out to sb., take charge (of sb. or sth.), (stand) in line, reflect on, if not, no doubt, let go, in disbelief, muddle through, find one’s way, set foot in, stay put, be concerned with

3. Sentence structures

(1) one’s heart/thoughts go(es) out to sb.

My heart went out to him.(Para.1)

(2) Rather,..

Mom and Dad, your children are no longer children. Rather, they are eagerly trying to be adults. So whatever are you doing in line with them at the registrar’s office?(Para.10)

 三. Grammar points

The emphatic use of do 表示强调的do的用法

Nonetheless, I do remember what it was like to be an 18-year-old undergraduate.(Para.4)

 四. Text structure

An introduction through a story

 →argument

 →supporting the argument by comparison

 →advice and conclusion

 五. Reading skills

1. Fast-reading for the main idea

2. Skimming for specific information

3. Understanding difficult sentences by translating

 六. Integrated skills

1. Listening: listen for details, and fill in blanks.

2. Speaking: a group-discussion about freshman year experience..

3. Writing: an e-mail in response to your parents.

 七. Reflections and learning tasks

1. Realize that Chinese parents should learn to let go, and college students should learn to be independent.

2. Complete after-text Exercises ( P41-44 ) .   

3. Conduct a series of online learning tasks.

Unit Three  True Stories of Nazi Germany

 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. 以史为鉴，了解发生在二战期间纳粹统治下的犹太人的故事，并懂得珍惜和平和生命；

3. 在阅读的过程中学会正确区分事实与观点。

 教学学时：8

 实践环节：课堂展示、课堂讨论、自主学习、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，任务型教学法，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. 从内容和语言两方面透彻地理解本单元课文；

2. 掌握并学会正确使用与话题相关的词汇；

3. 了解二战期间纳粹统治的背景知识，尤其是犹太民族的处境，认识到战争对人类的影响，以史为鉴，面向未来；

4. 学会自主查阅史料，并以事实为基础书写自己的观点。

 单元知识要点

 一. Background information

Nazi racial theory and the Holocaust

 二. Language focus

1. Key words

splash, claim, remarkable, present, local, surge, origin, cancel, contract, frame, private, definitely, image, contact, submit, contest, outstanding, exclaim, competition, collection, numerous, amaze, throughout, flee

2. Phrases and Expressions

make it big, take control of, find out, give birth to, come out with, be prone to, find/take refuge in

3. Sentence structures

(1) Do..., and sb./sth. Will...(=If you do..., sb./sth. will...)

Just give me some money, and I will get you the magazine. (Para. 10)

(2) (As) + adj./adv.+ as...(Although...)

As remarkable as that revelation is, more remarkable is the story that accompanies it.  ( Para. 4)

 三. Grammar points

Collocation: adj.+prep.介词和形容词的搭配

full of, amazed at, prone to

 四. Text structure

The narration follows a time sequence.

 五. Reading skills

1. Fast-reading for the main idea

2. Skimming for specific information

3. Understanding difficult sentences by translating

 六. Integrated skills

1. Listening: listen for details, and fill in blanks.

2. Speaking: role-play a telephone conversation.

3. Writing: a paragraph on what human losses WWII caused.

 七. Reflections and learning tasks

1. Read stories to reflect on that history, and think about what we should learn from it.

2. Complete after-text Exercises ( P61-64 ) .   

3. Conduct a series of online learning tasks.

Unit Four Meeting Statesmen

 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. 了解伟大的政治家的事迹及从他们身上学到的美好品行；

3. 提高概括文章大意的能力。

 教学学时：8

 实践环节：课堂展示、课堂讨论、自主学习、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，任务型教学法，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. 从内容和语言两方面透彻地理解本单元课文；

2. 掌握并学会正确使用与话题相关的词汇；

3. 正确认识伟大的政治家所具备的素质和修养，以及成为成功的的政治家所要经历的磨练；

4. 学会写一个人的生平故事。

 单元知识要点

 一. Background information

Life stories of several statesmen

 二. Language focus

1. Key words

concern, head, significant, vision, global, signal, critical, range, cooperation, urgent, dismiss, demonstrate, address, yield, schedule, benefit, ensure, performance, launch, career, proportion, decline, enroll, previous, impress, attain, solution

2. Phrases and Expressions

at first, attend to, as to, off limits, at one point, declare war on, thanks to

3. Sentence structures

(1) as to

The fact that the Chinese Premier wanted to meet with me sent strong signals as to how China is seeing science as critical to its future well-being. (Para. 1)

(2) subject clause introduced by whatever/what...由whatever/ what引导的主语从句

Whatever important matter demanded his attention elsewhere would have to wait. ( Para.2)

 三. Grammar points

       表示倍数或数量增减的表达方式

1. Times

This hall is five times bigger than our classroom.

2. Increase/ decrease

Their representation increased by 10% over the previous year, Li noted.(Para. 4)

 四. Text structure

The narration follows the process of before the meeting→during the meeting→after the meeting

 五. Reading skills

1. Fast-reading for the main idea

2. Skimming for specific information

3. Understanding difficult sentences by translating

 六. Integrated skills

1. Listening: listen for details, and fill in blanks.

2. Speaking: role-play an interview.

3. Writing: a personal story..

 七. Reflections and learning tasks

1. Realize the main characteristics of statesmen and the training and experience necessary to launch a successful political career.

2. Complete after-text Exercises ( P81-84 ) .   

3. Conduct a series of online learning tasks.

Unit Five The Water Problem

 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. 正确认识水资源问题；

3. 学会分析长难句。

 教学学时：8

 实践环节：课堂展示、课堂讨论、自主学习、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，任务型教学法，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. 从内容和语言两方面透彻地理解本单元课文；

2. 掌握并学会正确使用与话题相关的词汇；

3. 正确认识人类面临的水资源的挑战，以及解决水资源问题的有效途径；

4. 学会围绕与节水有关的主题句进行写作。

 单元知识要点

 一. Background information

Water problem

 二. Language focus

1. Key words

conserve, resource, replace, strategic, conflict, highlight, environment, subsequent, abundant, source, reliable, enable, distribute, efficiency, foresee, civilization, complicated, alternative, intensify, rate, dwarf, budget, innovation, mostly, outcome

2. Phrases and Expressions

to one’s liking, ring in one’s ears, on track, and so forth, around the corner, go down, on the point of, be confronted with, in the interest of

3. Sentence structures

(1) The reason (that).../ The fact that...

The reason energy and water sit at the top, ahead of food and poverty, is that addressing them makes subsequent problems easier to deal with. (Para.5)

(2) whether...or...

That means humanity will be confronted with decisions about whether to move people to water or water to people. ( Para.7)

 三. Grammar points

    名词性从句：主语从句，宾语从句，表语从句

The reason energy and water sit at the top, ahead of food and poverty, is that addressing them makes subsequent problems easier to deal with.(Para.5)

 四. Text structure

An expository essay: introduction→ body →conclusion

 五. Reading skills

1. Fast-reading for the main idea

2. Skimming for specific information

3. Understanding difficult sentences by translating

 六. Integrated skills

1. Listening: listen for details, and fill in blanks.

2. Speaking: role-play a conversation.

3. Writing: a paragraph centering around a topic sentence.

 七. Reflections and learning tasks

1. Realize that we are facing the challenges of water problems, and find proper ways to solve these problems.

2. Complete after-text Exercises ( P104-108) .   

3. Conduct a series of online learning tasks.

Unit Six Going Offline

 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. 学会正确使用电子设备，远离数码瘾；

3. 提高快速阅读的能力。

 教学学时：8

 实践环节：课堂展示、课堂讨论、自主学习、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，任务型教学法，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. 从内容和语言两方面透彻地理解本单元课文；

2. 掌握并学会正确使用与话题相关的词汇；

3. 正确认识数码成瘾问题，学会恰到好处地使用手机等电子设备；

4. 学会写论证观点的段落。

 单元知识要点

 一. Background information

Argument against Internet and the gadgets that go with it

 二. Language focus

1. Key words

internet, online, publish, detail, unique, amazing, despite, promising, criticize, urge, media, surf, emergency, unlike, interact, thoughtful, nourish, related

2. Phrases and Expressions

pay off, make waves, turn out, smell the flowers, have (much/something/nothing…) to do with, if anything, plug in, at times, for a while, fix up, end up (doing sth./in sth.), stay in touch with, no wonder (that …), fall/get into the habit of, in the absence of

3. Sentence structures

(1) No wander...

No wonder it’s so easy to fall into the habit of spending hours online mindlessly moving from one tasty snack to another. (Para.11)

(2) As it turns out...

As it turns out, despite a promising first few months of the experiment (during which he lost weight, took time to smell the flowers and wrote a lot of stuff), what Miller discovered in the end was that the very technology he’d begun to criticize actually had very little, if anything, to do with his life’s problems. (Para.3)

 三. Grammar points

Double negative双重否定

What I learned from my short experiment was actually not too unlike what Miller learned. I didn’t end up discovering that technology is evil.(Para.8)

 四. Text structure

A narration of the author’s digital detox experience: (motivation) why?→(experience) what happened?→(lessons) what has he learned?

 五. Reading skills

1. Fast-reading for the main idea

2. Skimming for specific information

3. Understanding difficult sentences by translating

 六. Integrated skills

1. Listening: listen for details, and fill in blanks.

2. Speaking: a group-discussion about whether smart phones should be banned in class.

3. Writing: an opinion paragraph in support of/ against a digital-free vacation.

 七. Reflections and learning tasks

1. Realize the danger of addiction to digital devices, and use them moderately.         

2. Complete after-text Exercises ( P126-129) .   

3. Conduct a series of online learning tasks.

 附件2

大学英语IIA IIIA(视听说)

Unit One  Identity

 一. Topic

People’s identity

 二. Words and Expressions

cool, guy, identity, yeah, yep, billion, cell phone, centimeter, foot, inch, Mandarin, male, similar, typical,census, married, single, community, culture, diverse,diversity, global, immigrant, majority, nationality, native, neighborhood, randomly, resident, southern, and so on and so forth, as far as, be ready to, be similar to, in some ways

 三. Focus for listening

1. Listening practice: listen to several material about identity, and get to know people from different country, culture, career and background.

Lesson A  Faces of the World

Lesson B  Are You Typical?

Video: The Global Village

2. Listening skill: listening for specific information-numbers

 四. Focus for speaking  

1. Conversation focus

Learn to conduct a conversation of briefly introducing the identity of each other.

2. Oral practice

Learn to ask for and answer personal information by using useful census questions listed in the textbook.

 五. Expansion activity

Do a class survey, and find out who is the most typical person in your class.

Unit Two  Sports

 一. Topic

Different sports

 二. Words and Expressions

  baseball, bowling, cricket, cycling, golf, gymnastics, hiking, hockey, karate, rollerblading, skateboarding, skiing, soccer, tennis, taekwondo, yoga, surfing, band, costume, marathon, must, amazing, rock and roll, kilometer, kayak, Celsius, channel, hang on,instead, terribly, turn off, capital, drop, event, fiddle, hillside, steep, rider, traditional, whip, winner, be into sth., in the first place

 三. Focus for listening

1. Listening practice

Listen to materials about different sports.

Lesson A Do You Play Any Sports?

Lesson B Amazing Races

Video: Mongolian Horse Race

2. Listening skill: listening “between the lines”

 四. Focus for speaking  

1. Conversation focus

Learn to conduct a conversation of the sports you like.

2. Oral practice

(1) Learn to express how to make and reply to suggestions, and talk about playing sports and likes and dislikes.

(2) Making a suggestion.

 五. Expansion activity

Make a ticket for a sporting event and a poster to introduce it.

Unit Three  The Night

 一. Topic

Different night lives, activities and night shift.

 二. Words and Expressions

especially, night market, nightclub, outdoor movie theater, awake, energetic, wake up, routine, intelligence, bright, chemical, relax, surf, alcohol, hopefully, sleepwalk, stressed

 三. Focus for listening

1. Listening practice

Listen to materials about night lives and activities.

Lesson A  Nightlife

Lesson B  Early Bird or Night Owl?

Video: Sleepwalking

2. Listening skill: listening for specific information: time

 四. Focus for speaking  

1. Conversation focus

Learn to talk about evening activities.

2. Oral practice

1. Learn to express time.

(2) Learn to talk about how often you do things..

 五. Expansion activity

Talk about night shift, and have an interview.

Unit Four  Fashion

 一. Topic

Fashion designs and items.

 二. Words and Expressions

district, global, hip hop, makeup, nearby, originally, style, stylishly, mosquitoes, comfortable, stylish, malaria, designer, wearable, weird,brass, ring, in time  

 三. Focus for listening

1. Listening practice

Listen to materials about different fashion designs and items.

Lesson A Global Fashion

Lesson B Smart Clothes

Video: Brass Rings

2. Listening skill: understanding likes and dislikes

 四. Focus for speaking  

1. Conversational focus

Learn to conduct a conversation about clothes.

2. Oral practice

Learn to talk about clothing styles.

 五. Expansion activity

Have a fashion show and introduce the clothes you are wearing.

Unit Five  Homes

 一. Topic

Different types of homes.

 二. Words and Expressions

apartment, balcony, blind, cabinet, curtain, rug, sofa, trophy, container, inexpensive, dormitory, energy, perfect, ugly, appliance, eco-friendly, electronics, freezer, heater, plug, solar panel, unplug

 三. Focus for listening

1. Listening practice

Listen to materials about different types of homes.

Lesson A Four Similar Apartments

Lesson B Living Small

Video: Eco-friendly Homes

2. Listening skill: detecting incomplete plosion

 四. Focus for speaking  

1. Conversational focus

Learn to conduct a conversation about homes.

2. Oral practice

(1) Prepositions about place.

(2) Giving an opinion.

 五. Expansion activity

Design and present an eco-friendly house.

Unit Six Buying & Selling

 一. Topic

Different places to shop and selling and shopping behaviors.

 二. Words and Expressions

   bargain, item, jewelry, spice, souk, souvenir, the Middle East, psychology, certain, technique, limit, sample, sign, extra, special, likely, coupon, sale, carpet, charge, sandal, vendor

 三. Focus for listening

1. Listening practice

Listen to materials about different places to shop and selling and shopping behaviors.

Lesson A Dubai Shopping Tour

Lesson B The Psychology of Selling

Video: The Fez Souk

2. Listening skill: distinguishing between similar sounds

 四. Focus for speaking  

1. Conversational focus

Learn to conduct a conversation of buying something in a shop.

2. Oral practice

(1) Learn to express asking for and giving prices.

(2) Asking about shopping habits.

 五. Expansion activity

Sell a product to your classmate.

Unit Seven  Weather

 一. Topic

Weather and its influence on people.

 二. Words and Expressions

beach, tourist, calm, cranky, lamp, liter, natural, heatwave, normally, oxygen, release

 三. Focus for listening

1. Listening practice

Listen to materials about weather and its influence on peoples.

Lesson A How’s the Weather?

Lesson B Sunshine and Happiness

Video: Deadly Heatwave

2. Listening skill: recognizing the weak forms of the unstressed words

 四. Focus for speaking  

1. Conversational focus

Learn to conduct a conversation about weather.

2. Oral practice

(1) Learn to express different weather conditions.

(2) Learn to ask how someone is.

 五. Expansion activity

Make an advertisement of a city, and present it, showing the weather there in different seasons.

Unit Eight  Mysteries

 一. Topic

Mysterious things.

 二. Words and Expressions

ancient, ape, hike, scary, weigh, alien, telescope, signal, announcement, crash, message, object, space, asteroid, awesome, bomb, crater, debris, dinosaur, ejecta, explosion, extinction, outstanding, recreate, shock-wave

 三. Focus for listening

1. Listening practice

Listen to materials about mysterious things.

Lesson A Scary Monster

Lesson B The Wow! Signal

Video: What killed the dinosaurs?

2. Listening skill: detecting liaison in connected speech

 四. Focus for speaking  

1. Conversational focus

Learn to conduct a conversation of mysteries.

2. Oral practice

Learn to tell a story.

 五. Expansion activity

Make a presentation to explain a mystery.

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

15.  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.

16.  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.

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

18.  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.

19.  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.

20.  全新版大学进阶英语综合教程学生用书（2017年），上海外语教育出版社出版。

21.  全新版大学进阶英语综合教程教师用书（2017年），上海外语教育出版社出版。

22.  全新版大学进阶英语视听说教程学生用书（2017年），上海外语教育出版社出版。

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