非英语专业本科

《大学英语IA》教学大纲

外国语学院·公共外语教学部

（2019版）

《大学英语IC》教学大纲

一、课程目标

 大学英语课程兼具工具性和人文性双重性质。通过学习，学生能够较系统地掌握英语语言基础知识，提高英语语言基本技能，发展英语综合应用能力、自主学习和思辨能力，提高综合文化素养，增强跨文化交际意识和交际能力，拓宽国际视野，辅助知识创新和潜能发挥，能够在学习、生活、社会交往和未来工作中有效地使用英语交流，以满足专业学习、继续深造、国际交流、工作就业等基本发展需求，成为社会主义建设的合格人才。完成《大学英语IC》的学习，要达到以下具体目标：

课程目标1：能够基本正确地运用词汇、语法及篇章结构等语言基础知识，具备扎实的英语语言基础。（支撑毕业要求3）

课程目:2： 强化英语综合应用能力，比较熟练地处理语言难度中等、主题熟悉的书面材料；学会反思，提高自主学习和理性思辨能力，具备总结、归纳、分析和解决问题的能力。（支撑毕业要求7）

课程目标3： 能够比较熟练地运用交际策略，学会进行有一定深度和难度的沟通和合作，具备较为开阔的国际视野，逐步形成比较系统的中西文化差异概念体系和价值观。（支撑毕业要求8）

二、课程目标与毕业要求的对应关系

三、教学内容、重难点和课时安排

《读写教程3》单元内容要点及要求

Unit One-支撑课程目标1、2、3

教学重点：

-- 掌握本单元出现的重点单词和词组用法。

-- 正确认识成功的含义和秘诀。

教学难点：学习如何选择和撰写例子来支撑论点。

教学学时：理论6学时

教学方法：讲授法、研讨法、多媒体辅助教学等。

教学目标和要求：

通过本单元的学习，学生能够：

--了解和本单元话题有关的背景知识,正确认识成功的含义和秘诀，积极参加该话题的课堂讨论。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元的阅读技巧；学会如何选择和撰写例子来支撑论点。   

教学内容

一. Background information

--What is success? What do you think are the secrets of success?

二. Language focus

-- Key words

deviate, preclude, premier, whereby, civic, patriotic, inhibit, scholarly, idiot, bypass, persecution, misfortune, glamorous, tragic, spur, optimism, dedication, commend, uphold, endeavor, statesman

-- 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

-- Sentence structures

(1) 用于表达“对已知条件的否定.

(2)  A, B, C — none of these be/do…(para.3 L.1)

三. Grammar points

-- Upon+n/v-ing结构相当于as soon as/when.....的用法  

-- 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

Unit Two-支撑课程目标1、2

教学重点:

-- 掌握本单元出现的重点单词和词组用法。

-- 正确认识如何战胜恐惧。

教学难点:掌握记叙文的写作特点。

教学学时：理论4学时

教学方法：讲授法、启发式教学法、多媒体辅助教学等

教学目标和要求：

通过本单元的学习，学生能够：

-- 了解和本单元话题有关的背景知识，正确认识如何战胜恐惧，积极参加该话题的课堂讨论。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元阅读技巧，掌握记叙文的写作特点。   

教学内容：

一. Background information

Did you have a fear of something before? If so, how did you overcome it?

二. Language focus

-- 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.

-- Phrases and Expressions

pull to a stop, sick to one’s stomach, black out, pop up ,stop short, plow through sth,t hrow oneself

into/at/on/down ,make one’s way, let oneself go, grab for/at sth.

-- 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

as 用在句首的倒装用法  

四. Text structure

Exposition—Development—Conclusion

五. Structured writing

Develop a narrative essay

六. Reading skills

Reading for making inferences

Unit Three-支撑课程目标1、2、3

教学重点:

-- 掌握本单元出现的重点单词和词组用法。  

-- 了解奥黛丽赫本的传奇一生。

教学难点: 学会在记叙文写作中如何以时间顺序讲好故事。

教学学时：理论4学时

教学方法：讲授法、研讨法、多媒体辅助教学等。

教学目标和要求：

通过本单元的学习, 学生能够：

-- 了解和本单元话题有关的背景知识，了解奥黛丽赫本的传奇一生，积极参加该话题的课堂讨论。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元的阅读技巧，学会在记叙文写作中如何以时间顺序讲好故事。   

教学内容：

1. Background information

How did Audrey Hepburn influence the world?

二. Language focus

-- 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,

-- 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,  

-- 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

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.

Unit Four-支撑课程目标1、2

教学重点:  

-- 掌握本单元出现的重点单词和词组用法。

-- 讨论令人惊奇的旅游目的。

教学难点:学会在议论文写作中运用因果形式展开论据。

教学学时：理论4学时

教学方法：讲授法、研讨法、多媒体辅助教学等。

教学目标和要求：

 通过本单元的学习，学生能够：

-- 了解和本单元话题有关的背景知识；讨论令人惊奇的旅游目的，积极参加该话题的课堂讨论。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元的阅读技巧，学会在议论文写作中运用因果形式展开论据。   

教学内容：

 一. Background information

Try your best to list the reasons that people travel.

 二. Language focus

-- Key words

groan,console,consolation,burdensome,airborne,dense,mall,cluster,globalize,luncheon,anniversary,

decidedly,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.

-- Phrases and Expression

on sale,be saturated with,trade...for...,mingle...with...,be open to sth, more often than not.

-- 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

--We don’t spend 10 hours lost in the Louvre because we like it.句子中not的用法。

-- 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

Unit Five-支撑课程目标1、2

教学重点:

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labor 的区别。

教学难点:掌握比较与对照论说文的写作方法。

教学学时：理论4学时

教学方法：讲授法、多媒体辅助教学等

教学目标和要求：

通过本单元的学习，学生能够：

--了解和本单元话题有关的背景知识，正确认识worker和labor的区别，积极参加该话题的课堂讨论。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元的阅读技巧和比较与对照论说文的写作方法。   

教学内容：

一. Background information

-- What is  “continuing education”?

-- What is  “experiential learning”?

二. Language focus

-- 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,

-- 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

-- Sentence structures

(1) Sb. find oneself V.-ing / V.-ed.

(2) What is sth. from the point of view of A is sth. else from the point of view of B.

三. Grammar points

-- Sb. do sth. (filled) with / full of …用法  

-- 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

Unit Six-支撑课程目标1、2 、3

教学重点:

-- 掌握本单元出现的重点单词和词组用法。

-- 熟悉Under the bombs: 1945的故事。

教学难点:提高概括段落大意的能力。

教学学时：平台自主学习

教学方法：讲授法、研讨法等。

教学目标和要求：

通过本单元的学习，学生能够：

-- 了解和本单元话题有关的背景知识，熟悉Under the bombs: 1945的故事，积极参加该话题的课堂讨论。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元写作策略及阅读技巧。

教学内容：

一. Background information

To talk about cruelty of war and its harmful impact on children’s growth

二. Language focus

-- 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,

-- 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

-- 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

-- It has been … since …的用法  

-- 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

Unit Seven-支撑课程目标1、2 、3

教学重点:

-- 掌握本单元出现的重点单词和词组用法。

-- 正确认识西方世界经济危机的表现及其应对策略。

教学难点:掌握因果论说文的写作技巧。

教学学时：平台自主学习

教学方法：讲授法、研讨法等。

教学目标和要求：

通过本单元的学习，学生能够：

-- 了解和本单元话题有关的背景知识，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。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元因果论说文的写作技巧。

教学内容：

一. Background information

solutions to economic crisis

二. Language focus

-- 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,

-- 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

-- 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

-- Sth. occurs/happens when…的用法  

-- 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

Unit Eight-支撑课程目标1、2 、3

教学重点:

-- 掌握本单元出现的重点单词和词组用法。

-- 正确认识美国人的家庭教育观念。

教学难点：掌握辩论式论说文的写作技巧。

教学学时：理论4学时

教学方法：讲授法、多媒体教学法等。

教学目标和要求：

通过本单元的学习，学生能够：

-- 了解和本单元话题有关的背景知识，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。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元论式论说文的写作技巧。

教学内容：

一. Background information

different approaches to children’s education

二. Language focus

-- 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,

-- 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,

-- Sentence structures

The fact is that sb. do things that seem provocative…, even … to sb.

三. Grammar points

-- When the time comes to do sth., …的用法  

-- 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

《视听说教程3》单元内容要点及要求

Unit One Access to success-支撑课程目标3

教学重点：

-- 掌握本单元出现的重点单词和词组用法。

-- 正确认识成功。

教学难点：提高日常生活对话的能力(referring to what you said earlier)。

教学学时：实践2学时+理论4学时

教学方法：研讨法、自主学习法等。

教学目标和要求：

通过本单元的学习，学生能够：

-- 了解和本单元的话题(success)有关的背景知识，积极参加该话题的讨论。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元听力策略（note- taking）和演讲技巧（introduction）。

教学内容：

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

-- Listening skills--take notes by using a keyword outline.

-- 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  

-- Speaking skills--refer to what you said earlier.

-- 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

--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

public speaking.

五. Self-study tasks

-- Language sense enhancement tasks.

-- Supplementary listening tasks.  

Unit Two  Emotions speak louder than words-支撑课程目标3

教学重点：

-- 掌握本单元出现的重点单词和词组用法。

-- 正确认识感情。

教学难点：提高日常生活对话的能力(giving news)。

教学学时：实践3学时+理论3学时。

教学方法：研讨法、自主学习法等。

教学目标和要求：

通过本单元的学习，学生能够：

-- 了解并掌握和本单元话题(emotion)有关的背景知识。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元听力策略(identifying the problem-solution pattern)和演讲技巧(overall organization)。

教学内容：

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

-- Listening skills--identify the problem-solution pattern in listening.

-- 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  

-- Speaking skills--give news in an appropriate way.

-- 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

-- 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

-- Language sense enhancement tasks.

-- Supplementary listening tasks.  

Unit Three Love your neighbor-支撑课程目标3

教学重点：

-- 掌握本单元出现的重点单词和词组用法。

-- 正确认识邻里感情。

教学难点：提高日常生活对话的能力(telling a story)。

教学学时：实践3学时+理论3学时

教学方法：研讨法、自主学习法等。

教学目标和要求：

通过本单元的学习，学生能够：

-- 了解和本单元话题(love your neighbour)有关的背景知识。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元听力策略(distinguishing facts from opinion)和演讲技巧（language use）。

教学内容：

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

-- Listening skills--distinguish fact from opinion in listening.

-- 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  

-- Speaking skills--learn how to tell a story.

-- 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

-- 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

-- Language sense enhancement tasks.

-- Supplementary listening tasks.  

Unit Four What’s the big idea?-支撑课程目标3

教学重点：

-- 掌握本单元出现的重点单词和词组用法。

-- 正确认识创新。

教学难点：提高日常生活对话的能力(brainstorming)。

教学学时：实践2学时+理论3学时

教学方法：研讨法、自主学习法等。

教学目标和要求：

通过本单元的学习，学生能够：

-- 了解和本单元话题(creation)有关的背景知识。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元听力策略(predicting)和技巧(delivering a speech)。

教学内容：

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

-- Listening skills--predict the theme and relevant vocabulary before you listen.

-- 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  

-- Speaking skills--propose ideas and comment on ideas while brainstorming.

-- 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

-- 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

-- Language sense enhancement tasks.

-- Supplementary listening tasks.  

Unit Five More than a paycheck-支撑课程目标3

教学重点：

-- 掌握本单元出现的重点单词和词组用法。

-- 正确认识消费。

教学难点：提高日常生活对话的能力(managing a discussion)。

教学学时：实践2学时+理论3学时。

教学方法：研讨法、自主学习法等。

教学目标和要求：

通过本单元的学习，学生能够：

-- 了解和本单元话题有关的背景知识。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元听力策略(contrast)和演讲技巧(informative speeches)。

教学内容：

一. Topic

Talk about different jobs.

二. Words and Expressions

suffer from, enthusiastic, erodes, competent, clear-cut, comes down to, commonplace, tend to, focusing on

三. Focus for listening

-- Listening skills--listen for contrast.

-- 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  

-- Speaking skills--manage a meeting / discussion.

-- 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

-- Public speaking

(1) Public speaking skills—make a n 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

-- Language sense enhancement tasks.

-- Supplementary listening tasks.  

Unit Six Histories make men wise-支撑课程目标3

教学重点：

-- 掌握本单元出现的重点单词和词组用法。

-- 正确认识历史。

教学难点：提高日常生活对话的能力(expressing uncertainty)。

教学学时：实践2学时。

教学方法：研讨法、自主学习法等。

教学目标和要求：

通过本单元的学习，学生能够：

-- 了解和本单元话题(history)有关的背景知识。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元听力策略(making inferences)和演讲技巧(informative speeches)。

教学内容：

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

-- Listening skills-- make inferences.

-- 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  

-- Speaking skills--express uncertainty.

-- 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

-- 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

-- Language sense enhancement tasks.

-- Supplementary listening tasks.

Unit Seven For every question There is an answer-支撑课程目标3

教学重点：

-- 掌握本单元出现的重点单词和词组用法。

-- 正确认识困境。

教学难点：提高日常生活对话的能力(requesting and responding)。

教学学时：实践2学时。

教学方法：研讨法、自主学习法等。

教学目标和要求：

通过本单元的学习，学生能够：

-- 了解和本单元话题(problems)有关的背景知识。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元听力策略(specific information)和演讲技巧(informative speeches)。

教学内容：

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

-- Listening skills--listen for specific information.

-- Listening practice

(1) Listen and answer the five questions.

(2) Listen to the conversation again and check the true statements.

四. Focus for speaking  

-- Speaking skills--request and respond properly.

-- 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

-- 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

-- Language sense enhancement tasks.

-- Supplementary listening tasks.

Unit Eight Communication: then and now -支撑课程目标3

教学重点：

-- 掌握本单元出现的重点单词和词组用法。

-- 正确认识交际。

教学难点：提高日常生活对话的能力(dealing with misunderstandings)。

教学学时：实践2学时+理论3学时。

教学方法：研讨法、自主学习法等。

教学目标和要求：

通过本单元的学习，学生能够：

-- 了解和本单元话题有关的背景知识。

-- 了解并熟练运用本单元出现的重点单词和词组的用法。

-- 了解和学会灵活运用本单元听力策略(prediction)和演讲技巧(informative speeches)。

教学内容：

一. Topic

Talk about different ways of communication.

二. Words and Expressions

endangered, falling apart, calculates, tosses aside, turn to, unprecedentedly, classified, shut down, approximately,

三. Focus for listening

-- Listening skills--listen for speaker’s prediction.

-- 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  

-- Speaking skills--deal with misunderstandings.

-- 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

-- 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

-- Language sense enhancement tasks.

-- Supplementary listening task

四、课程教学方法

 主要采用课堂讲授的教学方式，在课堂教学中充分运用小组活动、研讨展示等方式促进学生积极参与、深入思考。借助现代信息技术手段加强实践教学环节，实现理论与实践相结合、课内与课外学习相结合，培养学生自主学习能力与实践能力。以下是上述几种课堂教学方法的具体应用。

（一）课堂讲授：任务型教学法，项目式教学法和合作式学习法等

 新课导入、问题的提出、知识点的讲解、师生间的互动等内容主要运用任务型的教学方法。讲授过程中教师主要作为课堂中的引导者，通过小组讨论等活动启发、引导学生进行合作学习，取长补短，以体现学生在课堂教学中的主体地位。

（二）课外学习：学生研讨法

 重点章节的课内、课外实践部分，可让学生通过研讨的方式对实践任务进行协作交流，鼓励学生针对研讨主题提出自己的观点，集思广益，形成小组的观点，并最终以学术报告的形式报告小组观点。

（三）技能实训：平台自主学习

 借助UNIPUS数字化学习平台、FIF云学习平台、句酷批改网等网络辅助学习平台设计和分配学习任务，让学生通过独立的分析、探索、实践、创造等来实现学习目标，充分发挥自身学习的能动性。

五、实践教学安排

 本课程有18学时的课内实践学时，其具体实践学时安排、实践教学环节设计如下表所示：

六、课程教学评价

 本课程的评价方式为过程性评价与终结性评价相结合。其中过程性评价的依据为平时学习表现成绩和口语测试成绩，终结性评价依据为期末考试成绩，以闭卷方式进行。

七、成绩评定方法

¹课程目标达成包含：（1） 平时学习表现成绩，占总成绩的40%，主要包括：口语测试、课堂出勤、课堂表现、平时作业、自主学习及第二课堂活动等；口语测试以舞台剧、网络平台测试等多种形式进行，主要考核学生的语音语调及交际策略的运用能力；（2） 期末考试成绩：包括听力、词汇、完型、阅读，翻译和写作等题型，占总成绩的60%，以闭卷方式进行。

八、教学参考书

（一）选用教材

（二）主要参考书目

[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] 大学英语课程教学要求(试行) (2004)，教育部高教司。

[7] 大学英语教学指南（2017），教育部高教司。

[8] 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。

[9] 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。

[10] 新视野大学英语读写教程教师用书（第三版）（1-4册），外语教学与研究出版社。

[11]郑树棠. (2015). 新视野大学英语读写教程3 (第三版). 北京: 外语教学与研究出版社。

[12]郑树棠. (2015). 新视野大学英语视听说教程3 (第三版). 北京: 外语教学与研究出版社。

（三）其它学习资源

1.U校园2.FIF口语平台3.超星泛雅（学习通）4.句酷批改网

九、课程学习建议

（一）注重自主学习

 本课程信息量大，记忆内容较多，学生虽有一定基础，但知识零碎且部分内容系统性不强。学生需要养成自主学习的良好习惯，并积极利用网络、图书馆自主查阅课程中涉及的学习资源，独立规划自己的课程学习计划，自主设计、自主调节与评价学习过程，培养自主学习、主动学习、研究性学习的习惯。

（二）加强小组合作学习

 在学习或是工作中，团队协作能力都至关重要，因此建议以小组为单位进行教学设计（备课、ppt制作）、话题内容的点评等，提升学生的交流协作能力。

（三）夯实基础知识，提升语言应用能力和跨文化沟通能力

《大学英语IC》是大学英语课程群的一个承上启下的课程，其基本内容是学生今后学习的基础，因此建议学生要夯实基础知识，努力提升自己的英语语言能力。积极阅读英语时事文章，培养国际意识，提高人文素养。

十、评分标准