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大学英语 课程教学大纲适用专业： 三年制高中后各专业 适用课时： 128南京化工职业技术学院二00八年 三 月 大学英语 课程教学大纲一、 课程的性质和任务（一） 课程的性质英语是世界上使用最为广泛的国际性语言之一，是学习国外先进技术，开展国际科学技术交流与合作的一个重要的语言工具，是为培养具有高素质的技术人才服务的。本课程是高职高专各专业一门重要的、必修的公共基础课，是一门主干课程。随着社会经济的发展，本课程的地位和作用显得越来越重要。（二）课程教学的主要任务经过128学时的教学，使学生掌握一定的英语基础知识和技能，具有一定的听、说、读、写、译的能力，从而能借助词典阅读和翻译有关英语业务资料，在涉外交际的日常活动和业务活动中进行简单的口头和书面交流。高职高专大学英语教学应帮助学生打下比较扎实的语言基础，掌握良好的语言学习方法，提高文化素质，以适应社会发展和经济建设的需要。并为今后进一步提高英语的交际能力和专业英语课学习打下坚实的基础。二、课程教学目标（一） 知识目标大学英语的教学目标是培养学生英语综合应用能力，特别是听说能力，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，以适应我国经济发展和国际交流的需要。具体来说，经过大学英语课程的学习，学生应能够用英语进行一般交际和沟通；能够基本听懂英语新闻、广播电视节目、一般题材的英语讲座和本专业的课程；能够基本阅读大众题材的英语书籍和报刊文章，借助工具书读懂专业资料；能够用英语写短文，对熟悉题材的简短文章进行翻译。 （二）能力目标高职高专英语课程教学基本要求突出实际语言应用能力的培养。高职高专英语教学改革本着“实用为主、够用为度”的大方向。以培养学生实际应用语言的能力为目标，突出教学内容的实用性和针对性，将语言基础能力与实际涉外交际能力的培养有机地结合起来，以满足 21世纪经济发展对高职高专人才的要求。 与此同时，由于高职高专教育兼顾高等教育和职业培训双重任务，所以英语教学强调教学中必须做到基础能力和应用能力并重。不仅需要注重语言基础知识和基本技能的教学，而且必须突出实际应用语言能力的培养。三、教学内容和要求英语教学指基础阶段的英语学习，即大学一年级两个学期。具体要求如下：该阶段的教学要求，根据学生入学水平的不同，分为基本要求和较高要求两种：第一学期结束，学生英语能力达到高等学校英语应用能力考试A级为基本要求 第二学期结束，学生英语能力达到高等学校英语四级为较高要求。1. 基本要求（第一学期） 1）词汇领会式掌握3600单词（包括入学时要求掌握的1600个词），以及由这些词构成的常用词组，并具有按照构词法识别生词的能力。2）阅读能力能顺利阅读语言难度较高的一般性题材的文章，掌握中心大意以及说明中心大意的事实和细节，并能就文章的内容进行分析、推理、判断和综合概括，领会作者的观点和态度，阅读速度达到每分钟50词。在阅读篇幅较长、难度略低、生词不超过总词数5%的材料时，能正确理解中心大意，抓住主要意思和有关细节，阅读速度达到每分钟80词。3）听的能力对题材熟悉、句子结构不太复杂、生词少、语速为每分钟100120词的篇幅较长的会话、谈话、报道能掌握其中心大意，抓住要点和有关细节，领会讲话者的观点和态度，并能进行分析、推理和判断。4）说的能力能就教材内容和一般的听力材料进行问答和讨论，能就一般的社会生活话题进行简单的交谈、讨论和发言，表达思想清楚，语音、语调基本正确。5）写的能力能在阅读难度与课文相仿的书面材料时做笔记、回答问题、写提纲和摘要、能就一定的话题、提纲、表格或图示在半小时内写出100120的短文，能写日常应用文（如信函、简历等），内容完整，条理清楚，文理通顺。6）译的能力 借助词典将难度略低于课文的英语短文译成汉语，理解正确，译文达意，译速为每小时250英语单词。能借助词典将内容熟悉的汉语文字材料译成英语，译文达意，无重大语言错误，译速为每小时200汉字。2较高要求及四级要求（第二学期） 1）词汇 领会式掌握4200单词（其中复用式掌握的单词为2500），以及由这些词构成的常用词组1600条（中学所掌握的单词和词组包括在内），并具有按照基本构词法识别生词的能力。2）语法 巩固和加深基本语法知识，提高在语篇水平上运用语法知识的能力。3）阅读能力 能顺利阅读语言难度中等的一般性题材的文章，掌握中心大意以及说明中心大意的事实和细节，并能进行一定的分析、推理和判断，领会作者的观点和态度，阅读速度达到每分钟70词。在阅读篇幅较长、难度较低、生词不超过总词数3%的材料时，能掌握中心大意，抓住主要事实和有关细节，阅读速度达到每分钟100词。4）听的能力 能听懂英语讲课，并能听懂题材熟悉、句子结构比较简单、基本上没有生词、语速为每分钟130150词的简短会话、谈话、报道和讲座，掌握其中心大意，抓住要点和有关细节，领会讲话者的观点和态度。5）说的能力 能就教材内容和适当的听力材料进行问答和复述，能用英语进行一般的日常会话，能就所熟悉的话题经准备后作简短的发言，表达思想比较清楚，语言、语调基本正确。6）写的能力 能在阅读难度略课文相仿的书面材料时做笔记、回答问题、写提纲，能就一定的话题或提纲在半小时内写出120150词的短文，能写短信和便条，表达意思清楚，无重大语言错误。7）译的能力 能借助词典将难度略低于课文的英语短文译成汉语，理解正确，译文达意，译速为每小时300英语单词。能借助词典将内容熟悉的汉语文字材料译成英语，译文达意，无重大语言错误，译速为每小时250个汉字。四、课时分配内容课时备注理论实验合计Book I (Unit 1-6)和三级A模拟训练6464Book I,II (Unit 7-8, 1-4)和听说及四级训练6464合计128128五、说明 1本大纲根据教育部高职高专教育英语课程教学基本要求，结合本校的实际情况（学生入学时的实际英语语言水平、师资条件、教学设施等制定的），以指导本校的大学英语教学。2本教学大纲适用于招收高中毕业生、学制为三年的高职各专业基础英语课程。学生经过中学阶段的学习，应已掌握基本的英语语音和语法知识及1600个左右英语单词，并在听、说、读、写等方面受过初步的训练。2本教学大纲中的学时分配是建议性的，各任课教师在执行时可根据教学实际情况进行调整。3本教学大纲对教学内容与知识点提出了分层次要求。4建议修完本大纲规定的课程教学内容之后，各专业依据专业教学计划实施各专业英语教学。5重点、难点与深广度（1）第一册重点为英语基础知识，难点是阅读技巧。（2）第二册重点为应用文写作的基本知识，难点是应用文写作的技巧。6测试方式（1）每学期期末采用口试和笔试相结合的形式进行语言测试，在考核英语知识的同时，着重考核学生实际运用语言的能力，做到科学、公平和规范。（2）完成本教学大纲规定的教学任务后，采用“高等学校英语应用能力考试国家级试题库”的命题进行检测（含笔试和口试）。7作业要求（1）独立完成每单元的有关词汇、语法、阅读、翻译、应用文写作方面的练习题。（2）每单元教学任务完成之后，强化培养综合性英语应用能力。8. 推荐教材和参考书目（1）希望英语 外语教学与研究出版社 主编：徐小贞 执笔人：王坚三、教学内容、基本要求及教学重点、难点Book IUnit One CollegeI. Unit ObjectiveAfter studying this unit, the students are able to master the key words and structures, and more importantly, to communicate sensibly on the topic in this unit by applying what they have learnt.II. Key PointsVocabularytacklestresstend tofulfillexcessiveresult in identifyissuecampusconfidencedorminterfere withturn toStructureWhat ifChances are the more the moresimple tensesReading Skillsskimming and scanningWriting skillsbasic sentence patternsbusiness cardsIII. Unit ArrangementEach unit is arranged for a time span of eight periods, during which a time limit is suggested for each step. Though its always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. IV. Teaching Procedure (Refer to Teachers Handbook)V. Language PointsUnit Two FamilyI. Unit ObjectiveAfter studying this unit, the students are able to master the key words and structures, and more importantly, to communicate sensibly on the topic in this unit by applying what they have learnt.II. Key PointsVocabularyadditionaladultapproveassume challengecrisiscriticalignoreimpress initiativemotivepassiveresponsiblesuperior upsetapprove ofbe critical ofbe responsible for blame sb. for sth.under ones controlStructureIt is adj. for someone toIt turns out to/thatcontinuous tenseReading Skillsskimming and scanningWriting skillsbasic sentence patternsgreeting cardsIII. Unit ArrangementEach unit is arranged for a time span of eight periods, during which a time limit is suggested for each step. Though its always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. IV. Teaching Procedure (Refer to Teachers Handbook)V. Language PointsUnit Three SportsI. Unit ObjectiveAfter studying this unit, the students are able to master the key words and structures, and more importantly, to communicate sensibly on the topic in this unit by applying what they have learnt.II. Key PointsVocabularydesertattach toflexiblequalifymountparticipate in campaigninvolveuniqueoccur toappealmake surefasten pilot harness suicideStructureso that such that present participle/past participle perfect tensesReading Skillsskimming and scanningWriting skillsbasic sentence patternsnoticesIII. Unit ArrangementEach unit is arranged for a time span of eight periods, during which a time limit is suggested for each step. Though its always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. IV. Teaching Procedure (Refer to Teachers Handbook)V. Language PointsUnit Four PetsI. Unit ObjectiveAfter studying this unit, the students are able to master the key words and structures, and more importantly, to communicate sensibly on the topic in this unit by applying what they have learnt.II. Key PointsVocabularycontribute grieveincredible raw materialbeast of burdenboil down tojust as sure ascare forreact toconnect withfunction ason endStructurebecause of.WithoutReading Skillsskimming and scanningWriting skillsbasic sentence patternsbusiness cardsIII. Unit ArrangementEach unit is arranged for a time span of eight periods, during which a time limit is suggested for each step. Though its always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. IV. Teaching Procedure (Refer to Teachers Handbook)V. Language PointsUnit Five FoodI. Unit ObjectiveAfter studying this unit, the students are able to master the key words and structures, and more importantly, to communicate sensibly on the topic in this unit by applying what they have learnt.II. Key PointsVocabularytransformationdominateingredientflatten inspiredelivercertifyestablishcreditappetitetake its course take the form of find ones way toalong withspring upStructurenotuntil It is .that/who passive voiceReading Skillsskimming and scanningWriting skillsSubject-verb agreementtaking notesIII. Unit ArrangementEach unit is arranged for a time span of eight periods, during which a time limit is suggested for each step. Though its always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. IV. Teaching Procedure (Refer to Teachers Handbook)V. Language PointsUnit Six TravelI. Unit ObjectiveAfter studying this unit, the students are able to master the key words and structures, and more importantly, to communicate sensibly on the topic in this unit by applying what they have learnt.II. Key PointsVocabularyabundant attitude favor locatetypical settle relax overthrowdistinct mixture allow for take in attraction feel like StructureIt seems that , which Attributive clause Reading SkillsGuessing the meanings of the new words Writing skillsRun-on sentences and sentence fragmentsLayout of lettersIII. Unit ArrangementEach unit is arranged for a time span of eight periods, during which a time limit is suggested for each step. Though its always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. IV. Teaching Procedure (Refer to Teachers Handbook)V. Language PointsUnit Seven HappinessI. Unit ObjectiveAfter studying this unit, the students are able to master the key words and structures, and more importantly, to communicate sensibly on the topic in this unit by applying what they have learnt.II. Key PointsVocabularypursue genuine infectiousconducttemporaryultimateamendsmoodstocksuperficialmagicinternaltake sth. seriouslyStructureas result ofwhether it be ormake amends to sb. for sth.adverbial clausesReading Skillsskimming and scanningWriting skillsunity in a sentencepost cardsIII. Unit ArrangementEach unit is arranged for a time span of eight periods, during which a time limit is suggested for each step. Though its always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. IV. Teaching Procedure (Refer to Teachers Handbook)V. Language PointsUnit Eight FashionI. Unit ObjectiveAfter studying this unit, the students are able to master the key words and structures, and more importantly, to communicate sensibly on the topic in this unit by applying what they have learnt.II. Key PointsVocabularyguiltydetecttend tovaintake overfigure out accentoddkeep track ofadmitvictimspecialistturn toStructureGet donefor fear thatthe more the morewhat clauseReading Skillsskimming and scanningWriting skillsCoherence in a sentenceNotes III. Unit ArrangementEach unit is arranged for a time span of eight periods, during which a time limit is suggested for each step. Though its always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. IV. Teaching Procedure (Refer to Teachers Handbook)V. Language PointsUnit OneLifestyleI. Unit ObjectiveAfter studying this unit, the students are able to master the key words and structures, and more importantly, to communicate sensibly on the topic in this unit by applying what they have learnt.II. Key PointsVocabularyflexibility schedulephenomenonchallengingconvinceremainvalueinitialpursueturn awayviewasthink twiceStructureOnceGerundBe likely toviewasUsed toReading Skillsskimming and scanningWriting skillsDevelopment by TimeE-mail.IIITimeArrangementEach unit is arranged for a time span of eight periods, during which a time limit is suggested for each step. Though its always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. IV. Teaching Procedure (Refer to Teachers Handbook)V. Language PointsUnit Two EnvironmentI. Unit ObjectiveAfter studying this unit, the students are able to master the key words and structures, and more importantly, to communicate sensibly on the topic in this unit by applying what they have learnt.II. Key PointsVocabularyadministration estimatecome to mindconfine focus onappropriate build uppotentialgive offexpose toresponsiblereplace with/bykeep away (from) issue processStructure asas full inversion and partial inversion that clause subjunctive moodReading SkillsPlacing a new words into a contexWriting skillsDevelopment by spaceReceipt III. Unit ArrangementEach unit is arranged for a time span of eight periods, during which a time limit is suggested for each step. Though its always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. IV. Teaching Procedure (Refer to Teachers Handbook)V. Language PointsUnit Three MoneyI. Unit ObjectiveAfter studying this unit, the students are able to master the key words and structures, and more importantly, to communicate sensibly on the topic in this unit by applying what they have learnt.II. Key PointsVocabularyassesscontentdenyimplyprosperitystatus transparentridiculousrelievefall apartvirtueresort toself-evidentStructuretake steps to do sth.free sb./sth. From/of sth.put up with sb./sth.subjunctive moodReading Skillsskimming and scanningWriting skillsdevelopment by spacereceiptIII. Unit ArrangementEach unit is arranged for a time span of eight periods, during which a time limit is suggested for each step. Though its always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. IV. Teaching Procedure (Refer to Teachers Handbook)V. Language PointUnit Four AdvertisingI. Unit ObjectiveAfter studying this unit, the students are able to master the key words and structures, and more importantly, to communicate sensibly on the topic in this unit by applying what they have learnt.II. Key PointsVocabularyancient communication contain convey decrease effective market previously ruin symbol volume property come to in terms of in place StructurenotbutReading SkillsSkimming and ScanningWriting skillsDevelopment by ExampleLetter of ThanksIII. Unit ArrangementEach unit is arranged for a time span of eight periods, during which a time limit is suggested for each step. Though its always important to keep a time limit in mind for each activity, a teacher should never stick to a rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary. IV. Teaching Procedure (Refer to Teachers Handbook)V. Language Points
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