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《大学英语2》课程教学大纲
( 2017-06-28 )

大学英语》(2)课程教学大纲

  1. 课程概况

开课单位

外国语学院

课程类型

通识教育必修课程

课程名称

大学英语(2

课程代码

1500021B

开课学期

第二学期

学时/学分

3

选课对象

全校大一学生(英专除外)

先修课程


课程教材

《大学英语》修订版2, 董亚芬主编,上海外语教育出版社

参考书目和资料

新视窗大学英语口语教程,外语教学与研究出版社

新标准大学英语听说教程,外语教学与研究出版社

课程简介

大学英语的教学目标是培养学生的英语综合应用能力,使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流,同时增强其自主学习能力,提高综合文化素养,以适应我国社会发展和国际交流的需要。大学英语教学必须把重点放在打好语言基础上。语言基础包括语言知识和语言应用能力,前者指语音、语法和词汇等方面的知识,后者指综合运用这些知识进行听、说、读、写、译等语言活动的能力。正确的语音语调、扎实的语法、一定的词汇量和熟练的词汇运用能力的提高有助于提高外语学习的效率,有利于提高语言应用能力。语言应用能力的提高也必将促进语言知识的加深和巩固。大学英语教学还应有助于学生开阔视野,扩大知识面,加深对世界的了解,借鉴和吸收外国文化精华,提高文化素养。

课程目标(Course Objectives, CO)

对应的专业培养目标 (Learning Objectives, LO)

(CO1)掌握语言基础知识

(LO1) 开阔视野,扩大知识面

(CO2)提高英语综合运用能力

(LO2) 培养学生对外交流能力


(LO3) 培养工科院校学生的人文精神

教学方式(Pedagogical Methods,PM)

PM1.讲授法教学

16学时 33 %

PM2.研讨式学习

4学时 8 %

PM3.案例教学

学时 %

PM4.网络教学

12 学时 25 %

PM5.角色扮演教学

8 学时 17 %

PM6.体验学习

学时 %

PM7.服务学习

学时 %

PM8.自主学习

8 学时 17 %





评估方式(Evaluation Methods,EM)

EM1.课堂测试

5%

EM 2.期中考试

%

EM3.期末考试

50 %

EM4.作业撰写

10%

EM5.实验分析报告

%

EM6.期末报告

5 %

EM7.课堂演讲

5%

EM8.论文撰述

%

EM9.出勤率

5%

EM10.口试

20%

EM11.设计报告

%


%







  • 教学日历

    课次

    学时

    课程目标

    教 学 主 要 内 容

    教学方式

    评估方式

    1

    2

    CO1

    Intensive Reading: Unit 2 Lessons from Jeffersonintroduction and fast reading

    PM1

    EM3

    2

    2


    Intensive Reading: Unit 2 Lessons from Jefferson: fast reading

    PM1

    EM3EM4

    3

    2


    Intensive Reading: Unit 2 Lessons from Jefferson

    Exercise of Unit 2Listening & Speaking: Translation and Fast reading

    PM1PM5

    EM10

    4

    2


    Intensive Reading: Unit 3 My First Job: Dictation

    Fast Reading

    PM1

    EM3

    5

    2


    Intensive Reading: Unit 3 My First Job

    Listening & Speaking: fast reading

    PM1

    EM3EM4

    6

    2


    Intensive Reading: Unit 3 My First Job

    Exercise of Unit 3: Translation and Fast Reading

    PM8

    EM9

    7

    2


    Intensive Reading: Unit 5 The Villain in the Atmosphere

    Listening & SpeakingDictation and Fast Reading

    PM1PM5

    EM10

    8

    2


    Intensive Reading : Unit 5 The Villain in the Atmosphere :fast reading

    PM1

    EM3

    9

    2


    Intensive Reading : Unit 5 The Villain in the Atmosphere

    Exercise of Unit 5: Translation and Fast Reading

    PM8

    EM9

    10

    2


    Intensive Reading: Unit 8 Honesty: Is It Going out of Style?

    Listening & Speaking: Dictation and Fast Reading

    PM1

    EM3EM4

    11

    2


    Week of Tests

    PM1PM5

    EM10

    12

    2


    Intensive Reading: Unit 8 Honesty: Is It Going out of Style?

    Exercise of Unit 8: Translation and Fast Reading

    PM8

    EM9

    13

    2


    Intensive Reading: Unit 10 Profits of Praise

    Listening & Speaking: Dictation and Fast Reading

    PM1

    EM3

    14

    2


    Intensive Reading: Unit 10 Profits of Praise

    Exercise of Unit 10: Translation and Fast Reading

    PM1

    EM3EM4

    15

    2


    Oral test: review

    PM8

    EM9




    期末考试

    PM1PM5

    EM10

    总学时48 其中课内40 学时,课外8学时,上机 学时

  • 授课教师信息一览表

    姓名

    杨勇

    胡安琳

    邓英

    光峰

    电子邮箱

    493133602

    @qq.com

    546269251@qq.com

    1005793589

    @qq.com

    2511786808@qq.com

    电话

    13955192219

    13955151967

    13083088328

    18855108369

    接待咨询地点





    接待咨询时间





    4教学内容及要求

    2单元UnitTwo Lessons from Jefferson

    教学要求

    1.了解托马斯杰佛逊背景知识,以及美国相关政治历史背景。

    2.理解倒装句型的使用

    3.掌握文章中的难点单词与表达方式以及句子结构的解析;在理解全文的基础上完成课后练习;阅读技巧与写作技巧


    教学重点

    1.Getto know the Topicsentence

    2Analyzethe text structure and master the key language points and grammaticalstructures in the text.


    教学难点

    1Key words and expressions: appoint, on the spot, humble, go out ofone’s way to do sth, hesitate, act on, leave behind, be superiorto, conflict, judging by / from, of one’s age, owe ... to...

    2.Analysis of key sentence in the text. Sentence patterns: how muchpain has been caused by evils which have never happened! I expect thebest, not the worst. I steer my ship with hope, leaving fear behind;were it left to me to decide…I should not hesitate a moment toprefer the latter; neither believe nor reject anything...because anyother person has rejected or believed

    3.Figure of speech: metaphor

    4.Reading skillhowto read a text; reading in thought groups; using context clues forword meanings; reading for the main idea; recognizing important factsor details; using word part clues for word meaning.

    5.Guidedwritingbegina paragraph with the topic sentence and develop and explain it bygiving supporting details and specific examples.



    3单元UnitThree My first Job

    教学要求

    1.了解申请工作和接受面试的过程,以及这一过程需要注意的问题;英国教育体系的概况

    2.理解拟人修辞手法的使用

    3.掌握文章中的难点单词与表达方式以及句子结构的解析;在理解全文的基础上完成课后练习;阅读技巧与写作技巧

    教学重点:

    1.Get to know three writing types:narration, argumentation andexposition and masterstylistic features of narrative writing

    2Analyzethe text structure and master the key language points and grammaticalstructures in the text.


    教学难点

    1.KeyWords and expressions: apply, advertise, protest, interview, prove ,consist, air, constitute, smell of , be short of, judging by / from,attach importance to, range from ... to ..., in turn

    2.Analysis of key sentence in the text. Sentence patterns: I sawadvertised in a local newspaper a teaching post at a school; judgingby...; worse perhaps was the idea of...

    3.Personification

    4.Reading skillmakinginferences while reading

    5.Guidedwritingcombiningsentences with subordinating conjunctions or relative pronouns



    5单元Unit Five Thevillain in the Atmosphere

    教学要求

    1. 了解作者Isaac Asimov的其他作品和著名的机器人三定律。了解全球变暖的背景知识。

    2. 理解作者是阐释观点时采用的举例以及数据方法

    3.掌握文章中的难点单词与表达方式以及句子结构的解析;在理解全文的基础上完成课后练习;阅读技巧与写作技巧


    教学重点

    1.Thesisstatement: a sentence that states the central idea of an essay andconveysthe writersattitude.

    2Analyzethe text structure and master the key language points and grammaticalstructures in the text.

    教学难点

    1.Key words and expressions: essential, convert, in all likelihood,splashing against, drown, make up, blame, to make matter worse,object to, estimate, consume

    2.Analysis of key sentence in the text. Sentence patterns: Where thereare low-lying coastal areas (where a large fraction of the world’spopulation lives) the water will advance steadily, forcing people toretreat inland; However, the atmosphere is not quite as transparentto infrared radiation as it is to visible light.

    3.Reading skilllookingfor the thesis statement

    4.Guidedwriting combination: the appositive


    8单元UnitEight Honesty: Is It Going out of Style?

    教学要求

    1.了解美国考试体系背景知识。

    2.理解反对考试作弊的现实意义。(whyshould we object to cheating on exams?

    3.掌握文章中的难点单词与表达方式以及句子结构的解析;在理解全文的基础上完成课后练习;阅读技巧与写作技巧


    教学重点

    1. Identifying topic sentence

    2Analyzethe text structure and master the key language points and grammaticalstructures in the text.


    教学难点

    1.Key words & useful expressions: temptation, peek, competency,applaud, intent, launch, tempt, contagious, be hard on, a case inpoint, at one’s best.

    2.Analysis of key sentence in the text. Sentence patterns:have+object+v.ed; be less likely to do; Like police arrestingspeeders, the intent is not to catch everyone but rather catch enoughto spread the word; People need to know one another to be at theirhonest best.

    3.Reading skillIdentifyingthe Topic Sentences

    4.Guidedwritinghavinga smooth and logical transition by using pronoun, repeating a keyword or phrase in the preceding sentence, and using a synonym.



    10单元Profits ofPraise

    教学要求

    1.了解莎士比亚和马克吐温的经典作品及作家本人背景知识。

    2.理解劝说类文章的结构特点以及论据的组织

    3.掌握文章中的难点单词与表达方式以及句子结构的解析;在理解全文的基础上完成课后练习;阅读技巧


    教学重点

    1.Structureof persuasive essay

    2Analysisof essaysstructure, key grammatical points and sentencesunderstanding

    3.Figure of speech: metaphor or simile


    教学难点1.Key words & useful expressions: discourage, reluctant, convey,relay, flatter, comment, rewarding, instinct, aware, ignore, alert,make out, pat on the back.

    2.Analysis of key sentence in the text. Sentence patterns: And yet,while most of us are only too ready to apply to others the cold windof criticism, we are somehow reluctant to give our fellows the warmsunshine of praise; Why — when one word can bring such pleasure?;When one thinks of the speed with which spiteful remarks areconveyed, it seems a pity that there isn’t more effort to relaypleasing and flattering comments.

    3.reading skillunderstandingof the figurative languages



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