》 《大学英语(二) 课程教学大纲 大学英语(


  1.课程性质、目的和要求

大学英语是西南政法大学一门必修的基础课程, 是大学教育的一个重要组成部分。 大学英语是以英 语语言知识与应用技能、学习策略和跨文化交际为主要内容,以外语教学理论为指导,并集多种教学模 式和教学手段为一体的教学体系。 大学英语的教学目标是培养学生的英语综合应用能力, 特别是听说能力, 使他们能用英语有效地进 行口头和书面的信息交流。并且,听、说、读、写、译方面能达到教育部《大学英语课程教学要求》所 提出的一般要求。同时,帮助学生掌握良好的学习方法,打下扎实的语言基础,提高文化素养,以适应 社会发展和经济建设的需要。
  2.课程要求 根据教育部《大学英语课程教学要求(试行) 》的指导意见并结合我校的具体情况,我们对学生进 行大学英语分级教学: 即一般要求层次和较高要求层次。 分级的标准依据新生入学时英语口语分级测试 成绩并参照学生的英语高考成绩。 (
  1) 一般要求层次教学:传统纸质教材《全新版大学英语》第 2 册、助学助教光盘课件和网络课程。 (
  2) 较高要求层次教学:传统纸质教材《全新版大学英语》第 3 册、助学助教光盘课件和网络课程。 教师授课采用任务型为主的授课方式。增设法律英语、经贸英语、翻译、外报阅读、文学等选 修课程。
  3.课程内容 课程内容分为基础课程、高级课程和提高课程三大版块,以贯彻打好基础和因材施教的原则,满足 不同层次学生的需要,培养拔尖人才。基础课程为一至四级的综合英语课程。高级英语课程包括高级阅 读、英汗翻译和写作等。提高课程包括语言应用类(应用文写作、商务英语、文秘英语、学术交流英语 等) 、语言文化类(英美社会与文化、报刊阅读、英美小说、影视欣赏、演讲、视听、口译等) 、专业英 语类(法律英语、经贸英语、财经英语、专业文献翻译、论文写作、科技英语等) 。
  4.教学原则和方法 按照高等院校非英语专业本科学生应达到的“一般要求”进行教学,同时鼓励学生根据自己的学 习情况向“较高要求”或“更高要求”调整自己的学习目标;根据我校实际情况开展分级教学,因材施 教,按照相应的级次,确定教学目标,并创造条件,实现预期目标。 在教学模式上,我校大学英语教学应探索融合传统教学模式与基于现代教育技术的教学模式的有
1
机结合的新途径;实现从教师为中心转移到以培养学生自主学习能力为中心的转移,充分发挥师生的积 极性,注重教与学的互动。主动向从课堂教学到其与校园网络教学相结合的教学模式的方向发展。新的 教学模式在充分利用现代信息技术的同时,也要充分考虑合理继承传统教学模式中的优秀部分。
  4.教材及参考书目 (
  1)李荫华主编《全新版大学英语综合教程》上海外语教育出版社,2001 年 7 月。 (
  2)虞苏美主编《全新版大学英语听说教程》上海外语教育出版社,2001 年 7 月。 (
  3)王秀珍主编《全新版大学英语阅读教程》上海外语教育出版社,2002 年 11 月。 (
  4)冯善萍主编《全新版大学英语综合教程学业测试》上海外语教育出版社,2003 年 1 月。 (
  5)张成?主编《全新版大学英语语法手册》上海外语教育出版社,2004 年 1 月。 (
  6)李超主编《全新大学英语视听说教程》上海外语教育出版社,2006 年 8 月。 (
  7)杨惠中等主编《新世纪大学英语视听说教程》上海外语教育出版社,2007 年 5 月。
  5.学时分配 学期总学时为 60 学时。每两周(即 8 学时)完成教材一个单元的教学内容。具体分配如下: 2 学 时听说,着重培养学生的听说能力;6 学时综合英语,针对每单元的课文内容进行相关的语言技能和拓 展训练,着重培养学生的读写译能力。
  6.作业布置及考核形式 每个单元学习后,要求学生识记词汇和短语,读懂文章大意,独立完成课后练习。教师解答学生提 出的问题,并抽查练习完成情况。期末考试包括笔试和口试两部分,命题由大学英语部统一安排。在考 核学生英语知识的同时,着重考核学生英语的应用能力。期末考试内容要与所学课程相关,主观题的比 例不低于 30%。期末考试成绩占学生总评成绩 60%,平时成绩(测验,作业,出勤等)占 20%,口语 成绩占 20%。学生总评成绩不及格,按学校有关规定对所学课程重修,外国语学院要为重修的学生创 造条件。
Syllabus for College English Unit 1
Objectives
Students will be able to:
  1. grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote -- elaboration by
Ways of Learning
2
comparison and contrast -- conclusion by a suggestion);
  2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-by-point method or one-side-at-a-time method);
  3. master the key language points and grammatical structures in the text;
  4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
Time allotment
1st period Pre-reading; While-reading (Paras 1-
  5) 2nd period While-reading (Paras 6-
  13) 3rd period While-reading (Paras 6-13 continued; Para
  14) 4th period Post-reading (Debate; Exercises) 5th period Check students’ home reading(Tex t B); Theme-Related Language Learning Tasks on
Cultural Notes

  1. Education in the West: There is no common agreement in the West concerning the best method of education. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Yet even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwin's theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief. Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learning it is generally
3
true that Western methods are more student-centred, expecting students to discover things for themselves rather than relying on their teachers to tell them. An extreme version of the student-centred approach can be seen at Summerhill, a school in England established by the educationalist A.S. Neill. There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centred approach, as both teachers and students find the pressure of time leaves less opportunity for an exploratory approach to learning. The extent to which learning is teacher-centred or student-centred also depends on differences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class step-by-step through a lesson. This followed research that suggested that, as far as maths was concerned, a more teacher-centred method was more effective.
  2. Standing on the shoulders of giants: a well-known phrase, frequently employed by inventors to express modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants. Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.
Text Analysis
Russell Baker is very good at selecting details (see Part IV Writing Strategy) to prove his point. For example, in Para. 2 he creates an unfavorable image of Mr. Fleagle by describing his "formal, rigid and hopelessly out-of-date" eyeglasses, hairstyle, clothes, jaw, nose, and manner of speaking. What's more, Russell Baker employs repetition not only to make it easy for readers to follow what he is saying, but also to impress them more deeply. For example, in Para. 2, there are 9 prim's or primly's in as few as 3 sentences! Thus readers will have in their mind a vivid picture of what Mr. Fleagle looked like. Another example of such repetition can be found in Para.
  5. Count how many I wanted's there are in this paragraph (There're 5 !). They help to emphasize Russell Baker's strong desire to write for himself. On the other hand, where this stylistic device is not justified, Baker is also expert in avoiding repetition by employing synonymous words and phrases. Here are some examples: a. dull, lifeless, cheerless, tedious
4
b. turn out, write, compose, put down c. anticipate, prepare for d. formal, rigid, prim, correct, proper, respectable e. vivid memories of sth. come flooding back to sb. , sth. reawakes in one's mind, sb. recalls sth. f. recapture, relive g. pleasure, delight, happiness h. contempt, ridicule i. topic, title
Unit 2
Objectives
Values
Students will be able to:
  1. understand the main idea (despite his wealth, Sam Walton remains down-home and devoted to his team) and structure of the text;
  2. appreciate the use of indirect description in portraying a person;
  3. grasp the key language points and grammatical structures in the text;
  4. conduct a series of reading, listening, speaking, and writing activities related to the theme of the unit.
Time allotment
1st period Pre-reading; While-reading (text organization) 2nd period While-reading (text organization language points) 3rd period While-reading (language points; synonyms for “down-home”) Post-reading (indirect description) 4th period Post-reading Check on students’ home reading (Text B) 5th period Theme-Related Language Learning Tasks
Cultural Notes

  1. Rolls-Royce: any of the large, expensive, comfortable cars made by the British company Rolls-Royce. Many people recognize them by the small metal statue on the front of every Rolls-Royce car. The company was formed in 1905-1906 by Charles Rolls (1877-19
  10) and Henry Royce (1863-19
  33) and also produces aircraft engines. The Rolls-Royce Company was bought by the German company Volkswagen in 19
  98. The name Rolls-Royce is also used informally to refer to the best product of a particular type.
  2. dime store: a store offering a wide assortment of inexpensive items, formerly costing five or ten cents, for personal and household use.
  3. Wal-Mart: any of a very large chain of shops in the US selling a wide range of goods at low prices. The first Wal-Mart Discount City was opened in 1962 by Sam Walton.
  4. Ford Motor Company: a large US company that makes cars. It was established in Detroit in 1903 by Henry
5
Ford, and the first Model T was sold in 19
  08. The company has produced the Lincoln since 1922 and the Mercury since 19
  38.
  5. names: Apart from their surname or last name, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Friends and members of a family who are of similar age usually call one another by their first names. In some families young people now also call their aunts and uncles and even their parents by their first names. Outside the family, the expression be on first name terms suggests that the people concerned have a friendly, informal relationship. When writing their name Americans commonly give their first name, their middle initial and their last name, e.g. George M. Cohan. Both given names are used in full only on formal occasions, e.g. when people get married.
  6. Forbes: an American business magazine. It is noted for its lists of the richest men and women in business. In its November 27, 2000 edition it published one listing the 50 richest businessmen and women in China, headed by Rong Yiren of CITIC with
  1.9 billion dollars, followed in second place by Liu Yongxing of the Hope Group with 1 billion dollar
 

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