大学英语视听说3 大纲

合集下载

大学英语视听说3 大纲

安徽外国语学院课程教学大纲一、课程基本信息二、课程教学目的英语视听说课程的教学目的是培养学生扎实的语言基本功和听说专业技能，即加强学生英语听力能力的同时着重发展学生的英语听说能力。

使学生在今后的工作和社会交往中能用英语有效地进行口头信息交流，同时培养和训练学生自主学习能力，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，使学生能够真正具有良好的国际交流能力。

三、课程教学要求本课程教学大纲在教学要求上分为一般要求阶段(一年级)和较高要求阶段(二年级)，本课程属于较高要求阶段。

现将本课程的教学要求规定如下：1、词汇：通过本课程的学习，学生的词汇量应应达到4500个单词和700个词组，其中2000个单词和500个词组为积极词汇，即要求学生能够在认知的基础上学会熟练运用，包括口头表达以及书面表达两个方面。

2、语法：巩固和加深基本语法知识，提高在语篇水平上运用句法结构的能力。

3、听的能力：能听懂英语讲课内容，能听懂一般性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教学节目，语速为每分钟130词左右，能掌握其中大意，抓住要点和有关细节。

能运用基本的听力技巧帮助领会讲话者的观点和态度。

4、说的能力：能在学习过程中与老师、同学进行交流，并能就某一主题进行讨论。

能就日常话题和来自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。

四、课程教学内容和学时安排五、教学内容Unit 1 Access to Success1. Teaching ObjectivesTalk about SuccessTake notes by using a keyword outlineRefer to what you said earlierTalk about a challenge / an achievementHave a basic understanding of public speaking2. Key PointsHow to grasp the listening skill: note-taking by using a keyword outlineHow to grasp the speaking skill: refer to what you said earlierImportant and useful words and expressions3. Difficult PointsMastering the listening skill: note-taking by using a keyword outlineMastering the speaking skill: refer to what you said earlierContent1.Opening up2. Listening to the world1) Sharing: How do they feel about trying new things?What stops them from trying new things?What have they achieved in their life that makes them feel proud?Who do they admire in terms of achievements and why?2) Listening: before listening; while listening; after listening3) Viewing: before viewing; while viewing; after viewing3. Speaking for 3communication1).Role-play2).Speaking skills: Referring to what you said earlier3).Group discussion: The most impressive challengea.Get ideasb.Discuss and organize ideasc.Present ideas4. Further practice in listening1) Short conversations2) Long conversation3) Two passages5. Wrapping upUse the following self-assessment checklist to check what you have learned in this unit.6. CET-6 Training: Vocabulary1) The importance of enlarging one’s vocabulary2) Skills for memorizing vocabulary3) Analysis with examples4) CET-6 model listening trainingUnit 2 Emotions speak louder than words1. Teaching ObjectivesTalk about different emotionsGet familiar with the usage of problem-solution pattern.Know some signal words2. Key PointsHow to grasp the listening skill:Predict the theme and relevant vocabulary before you listenGrasp some signal words3. Difficult PointsThe usage of the problem-solution patternThe understanding of the organization of a speechThe usage of organizing ideasContent1.Opening up2. Listening to the world1) Sharing: How are they feeling today? Why?Would you describe yourself as an optimist or a pessimist? Why?What’s the best thing that’s happened to you this year?2) Listening: before listening; while listening; after listening3) Viewing: before viewing; while viewing; after viewing3. Speaking for communication1).Role-play2).Speaking skills: Overall organization of a speech3).Group discussion: The most impressive experiencea.Get ideasb.Discuss and organize ideasc.Present ideas4. Further practice in listening1) Short conversations2) Long conversation3) Two passages5. Wrapping upUse the following self-assessment checklist to check what you have learned in this unit.6. CET-6 Training: Listening for Conversations1) Skills for listening to conversations2) Analysis with examples3) CET-6 model listening trainingUnit 3 Love your neighbor1. Teaching ObjectivesTalk about neighbors and communitiesDistinguish fact from opinion in listeningLearn how to tell a story2. Key PointsTalk about planning a communityKnow the rules of about language use in public speakingUseful expressions3. Difficult PointsHow to grasp the specific informationHow to distinguish fact from opinion in listeningHow to learn public speaking skillsContent1. Opening up2. Listening to the world1) Sharing: Do you know your neighbors? How well do you know them?What do you think makes a good/bad neighbor?2) Listening: before listening; while listening; after listening3) Viewing: before viewing; while viewing; after viewing3. Speaking for communication1).Role-play2).Speaking skills: language in public speaking3).Group discussion: Way of planning a new communitya.Get ideasb.Discuss and organize ideasc.Present ideas4. Further practice in listening1) Short conversations2) Long conversation3) Two passages5. Wrapping upUse the following self-assessment checklist to check what you have learned in this unit.6. CET-6 Training: Listening for Long Conversations1) Skills for listening to long conversations2) Analysis with examples3) CET-6 model listening trainingUnit 4 What’ s the Big Idea?1.Teaching ObjectivesTalk about inventions and creative ideasPredict the theme and relevant vocabulary before you listenPropose ideas and comment on ideas while brainstorming2.Key PointsHow to grasp the listening skill:Predict the theme and relevant vocabulary before you listenHow to grasp the speaking skill: brainstorming3.Difficult PointsLearn to use voice, body language and visual aids in speech deliveryThe understanding of the organization of a speechThe usage of organizing ideasContent1. Opening up2. Listening to the world1) Sharing: What items do they enjoy buying most?What sorts of things do they buy on impulse?What recent product or service do they think is impressive?2) Listening: before listening; while listening; after listening3) Viewing: before viewing; while viewing; after viewing3. Speaking for communication1).Role - play2).Speaking skills: Making guesses3).Group discussion: Your business ideasa.Get ideasb.Discuss and organize ideasc.Present ideas4. Further practice in listening1) Short conversations2) Long conversation3) Two passages5. Wrapping upUse the following self-assessment checklist to check what you have learned in this unit.6. CET-6 Training: Listening for Passages1) Skills for listening to passages2) Analysis with examples3) CET-6 model listening trainingUnit 5 More than a paycheck1.Teaching ObjectivesTalk about different jobsListen for contrastManage a meeting/discussion2.Key PointsHow to master different kinds of jobsHow to get familiar with the topic of managing a meeting3.Difficult PointsHow to grasp the specific informationHow to listen for contrastHow to learn public speaking skillsContent1. Opening up2. Listening to the world1)Sharing: Have you ever considered the potential disadvantages of your dream job? Are you prepared to accept them when you take the job?Suppose you see your dream job advertised. Unfortunately, it asks for several specific skills and you’ve only got some of them. What would you probably?2) Listening: before listening; while listening; after listening3) Viewing: before viewing; while viewing; after viewing3. Speaking for communication1).Role-play2).Speaking skills: Managing a meeting3).Group discussion: Talk about a typical day in lifea.Get ideasb.Discuss and organize ideasc.Present ideas4. Further practice in listening1) Short conversations2) Long conversation3) Two passages5. Wrapping upUse the following self-assessment checklist to check what you have learned in this unit.6. CET-6 Training: Listening for Recordings of Lectures or Talks1) Skills for listening to recordings of lectures and or talks2) Analysis with examples3) CET-6 model listening trainingUnit 6 Histories make men wise1. Teaching ObjectivesTalk about important events and people in historyMake inferencesExpress uncertaintyTalk about an imaginary historyMake an informative speech in chronological or spatial order2. Key PointsHow to master the history of different periodsHow to get familiar making inferencesUseful expressions3. Difficult PointsHow to grasp the specific informationHow to express uncertaintyHow to make an informative speech in chronological or spatial orderContent1. Opening up2. Listening to the world1)Sharing: Do you think life better know than in the past?If you could have lived through a different age or decade, which would you choose and why?2) Listening: before listening; while listening; after listening3) Viewing: before viewing; while viewing; after viewing3. Speaking for communication1)Role-play2)Speaking skills: Expressing uncertainty3)Group discussion:What would have happened if Zheng He had reached the Americas first?a.Get ideasb.Discuss and organize ideasc.Present ideas4. Further practice in listening1) Short conversations2) Long conversation3) Two passages5. Wrapping upUse the following self-assessment checklist to check what you have learned in this unit.6. CET-6 Training: Listening for News Reports1) Skills for listening to news reports2) Analysis with examples3) CET-6 model listening training。

英语听说3教学大纲

《英语听说3》课程教学大纲课程英文名称：English Listening and Speaking 3 课程号：1228制定单位：外语部制定人或执笔人：审核人：制定（修订）时间：《英语听说3》课程教学大纲适用专业：所有专业适用层次：本科总学时（学分）： 36学时（2学分）先修课程：英语听说2一、课程性质和教学目的《英语听说3》课程是为我院所有专业开设的公共基础必修课，开设时间为第二学年的第一学期。

本课程通过多媒体设备对学生进行基本语言听力与口语训练，使学生逐步提英语听力理解能力和口头表达能力，掌握各种语境恰当的英语表达方式，扩大词汇量和熟悉英语常用句型。

本课程着重培养学生的英语听力和口语能力，同时提高他们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。

二、教学内容Unit 1 With Alzheimer's, you meet a lot of new people.（一）教学目标1. Learn how to describe good and poor memory2. Master how to express sympathy3. Grasp how to resume interrupted speech（二）教学重点和难点1. Expressing sympathy2. Resuming interrupted speech（三）教学内容I. Lead-inII. Listening SkillsIII. Listening InIV. Speaking OutUnit 2 This is going to be a great semester!（一）教学目标1. Learn how to talk about various aspects of school life2. Master how to make and reply to suggestions3. Grasp how to use exaggerations（二）教学重点和难点1. Making and replying to suggestions2. Using exaggerations（三）教学内容I. Lead-inII. Listening SkillsIII. Listening InIV. Speaking OutUnit 3 Single parent, double trouble!（一）教学目标1. Learn how to talk about marriage and family life2. Master how to make comparison3. Grasp how to express disagreement（二）教学重点和难点1.Making comparison2. Expressing disagreement（三）教学内容I. Lead-inII. Listening SkillsIII. Listening InIV. Speaking OutUnit 4 The devil finds work for idle hands. （一）教学目标1. Learn how to handle resumes and preparing for job interviews2. Master how to give advice3. Grasp how to describe requirements（二）教学重点和难点1. Giving advice2. Describing requirements（三）教学内容I. Lead-inII. Listening SkillsIII. Listening InIV. Speaking OutUnit 6 Here is darker side of society.（一）教学目标1. Learn how to discuss different kinds of social problems2. Master how to provide solutions and suggestions3. Grasp how to make concessions（二）教学重点和难点1.Providing solutions and suggestions2. Making concessions（三）教学内容I. Lead-inII. Listening SkillsIII. Listening InIV. Speaking OutUnit 8 Flying there is not half the fun.（一）教学目标1. Learn how to book a flight or a hotel room2. Master how to describe a process3. Grasp how to complain（二）教学重点和难点1. Describing a Process2. Complaining（三）教学内容I. Lead-inII. Listening SkillsIII. Listening InIV. Speaking Out三、课时分配四、课程教学的基本要求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的讲座，能听懂语速较慢（每分钟130-150词）的英语广播和电视节目，能掌握其中心大意，抓住要点。

全新版大学进阶英语视听说教程第3册--Unit3文本

全新版大学进阶英语视听说教程第3册--Unit3文本Unit 3 HappinessPart II LISTENING AND SPEAKINGLesson A What Makes You Happy?ListeningSCRIPTTrack 3-1W: I just read this really interesting book called Thrive. It’s about what makes people happy.M: Do the same things make everyone happy?W: Well, in some ways, happiness is different for each person …M: For example, I love to cook, and you hate it.W: Right … But some things make almost everyone happy.M: Let me guess. Rich people are happy.W: Well, not really. Studies say it’s important not to be poor. It’s important to have enough money.But having a lot of money doesn’t make you much happier than other people.M: Hmm. Interesting. What else?W: Well, it’s important to have goals in life—you know, the feeling that there’s something important you want to do. It can be work, for example, or it can be something like a hobby.But it should be something you really want to do …M: Like right now, I’m trying to get in shape—you know, eat right, exercise more …W: Exactly. That’s a good example. Good heal th is another thing that’s important for happiness. M: Right. So what else?W: Other people are important to your happiness, especiallyyour family.M: What about friends?W: Yes, friendship is important, too. Good relationships with family members and friends really increase our happiness.ConversationTrack 3–2A: What do you think people need to be happy?B: I think money is the most important thing.A: Really? Why do you think that?B: Because if you have money, you can buy things you want.A: That’s true. I think that’s important, but I think your family is important, too.Lesson B The Happiest Places on EarthListening 1SCRIPTTrack 3-3Welcome to San Luis Obispo, California — a city of forty-four thousand located between Los Angeles and San Francisco. What makes this one of the happiest cities in the United States? The area’s natural beauty is one important factor. The city is close to both the ocean and the mountains, and there are lots of places for residents to hike or bike. San Luis Obispo itself is a very laid–back city. It has a number of parks, cafes, and open areas where people can relax. And even in the downtown area, there are very few cars and almost no traffic. The city is also very safe. Believe it or not, many people don’t lock their doors during the day … or at night. In addition to these things, San Luis Obispo also has a lively arts scene. Every summer there are free concerts and a number of music and art festivals. And finally, San Luis Obispo is a healthy environment. Fresh fruit and vegetables are all grownlocally. And there is no smoking in restaurants and most outdoor public places.Now, what about the people of San Luis Obispo. What are they like? Residents are known for their high levels of emotional well-being. They smile more and experience less sadness than people in other cities in the US. Not surprisingly, people here are very active. Many bike to work or school every day. Residents are also very sociable. They spend a lot of time with family and friends. Many also volunteer and help others in the community.1. San Luis Obispo: 圣路易斯-奥比斯波位于美国加州，是一个依山傍海的太平洋沿岸城市。

应用型大学英语视听说教程3课程教学大纲

应用型大学英语视听说教程3》课程教学大纲1、课程名称：《应用型大学英语视听说教程3》2、学时：48 学时学分：33、课程类别：公共必修课4、先修课程：《高中英语》5、适用专业：非英语专业6、考核方式：考试7、建议教材: 《应用型大学英语视听说教程3》教学参考书：《应用型大学英语视听说教程教师用书》主编：俞理明出版社：上海交通大学出版社出版时间：2010 年4 月一、课程性质、目的和培养目标本课程是专门为非英语专业本科生设置，适合基础阶段英语听力教学的一门重要的专业基础课程。

该课程教学旨在提高学生英语听说的交际能力。

本课程结合了视听、口语课程的一些基本功能，通过对学生进行听力、口语等英语视听说技能的训练，提高学生的听力理解水平、口语表达能力和对语言运用的分析理解能力。

同时增强其自主学习能力、提高综合文化素养，使他们在今后的工作和社会交往中能用英语有效进行口头和书面的信息交流。

本大纲的教育宗旨为培养学生的英语综合应用能力为最终目标，培养学生英语听力的能力的同时着重发展学生的英语听说能力。

使学生在今后的工作和社会交往中能用英语有效地进行信息交流，同时增强其自主学习能力和综合文化素养，以适应我国经济发展和国际交流的需要二、教学内容和基本要求教学内容：Unit1 Entrepreneurship（6 学时）Part I Warm-up 0.5 学时Part n Listen and watch 3.5 学时Section One Listen for skillsSection Two Special English programsA. Item 1 Business PlanB. Item 2 Types of BusinessC. Item 3 Micro Credit LoanSection Three Read after meSection Four Real world Chris ' BusinessLeisure Time My WayPart 皿 Let ' s talk 1 学时Section One Changing careerSection Two Your turnPart IV Supplementary tasks 1 学时A. Dubbing It ' s Not My JobB. Story dictation Entrepreneur Finds Success with SalsaUnit2 Exploration and Discovery（6 学时）Part I Warm-up 0.5 学时Part n Listen and watch 3.5 学时Section One Listen for skillsSection Two Special English programsA. Item 1 Discovery of Water on the MoonB. Item 2 Exploring WoodworkC. Item 3 Before the Information AgeSection Three Read after meSection Four Real world We' ll Go to the MoonLeisure Time Moon RiverPart 皿 Let ' s talkl 学时Section One The origin of the universeSection Two Your turnPart IV Supplementary tasks 1 学时A. Dubbing Jess and Leslie Discover the Tree HouseB. Story dictation Why We Live as Long as We DoUnit3 Marriage and Family （6 学时）Part I Warm-up 0.5学时Part n Listen and watch 3.5学时Section One Listen for skillsSection Two Special English programsA. Item 1 Jenna Bush ' s WeddingB. Item 2 The Best Places for Mothers and ChildrenC. Item 3 GenealogySection Three Read after meSection Four Real world Role Reversal Increases Chance of Heart Attack Leisure Time Butterfly KissesPart 皿 Let ' s talk 1 学时Section One Child marriage in IndiaSection Two Your turnPart V Supplementary tasks 1学时A. Dubbing Kramer vs. KramerB. Story dictation My Mr. RightUnit4 Fame or Shame?（6 学时）Part I Warm-up 0.5 学时Part n Listen and watch 3.5学时Section One Listen for skillsSection Two Special English programsA. Item 1 First Partial Face TransplantB. Item 2 PlagiarismC. Item 3 The Fall of Eliot SpitzerSection Three Read after meSection Four Real world Who Screwed Him? Leisure Time SailingPart 皿 Let ' s talk 1 学时Section One Conflict between governess and pupil Section Two Your turnPart iv Supplementary tasks 1 学时A. Dubbing Courage Under FireB. Story dictation Hit-and-run DrivingUnit5 Life Code（6 学时）Part I Warm-up 0.5学时Part n Listen and watch 3.5学时Section One Listen for skillsSection Two Special English programsA. Item 1 Melanoma ResearchB. Item 2 Medical Transplant OperationsC. Item 3 Conjoined TwinsSection Three Read after meSection Four Real world Body ClockLeisure Time Life Is WonderfulPart 皿 Let ' s talk 1 学时Section One Adopted dinosaur tripletsSection Two Your turnPart IV Supplementary tasks 1 学时A. Dubbing Twin SistersB. Story dictation My Brother Takes the PainUnit6 War and Peace（6 学时）Part I Warm-up 0.5学时Part n Listen and watch 3.5学时Section One Listen for skillsSection Two Special English programsFighting World War nA. Item 1Protests Against War in IraqB. Item 2C. Item 3 Afghan WarSection Three Read after meSection Four Real world Father and EnemyLeisure Time Tell Me WhyPart 皿 Let ' s talk1 学时Section One Inviting and expressing opinionsSection Two Your turnPart V Supplementary tasks 1学时A. Dubbing Sending TelegramsB. Story dictation ForgivenessUnit7 Health（6 学时）Part I Warm-up 0.5学时Part n Listen and watch 3.5学时Section One Listen for skillsSection Two Special English programsA. Item 1 The Global Snake Bite Initiative to Help Treat Snake BitesB. Item 2 The Dark Side of Skin LighteningC. Item 3 Midlife CrisisSection Three Read after meSection Four Real world Health, Mind, and BehaviorLeisure Time Rhythm of the RainPart 皿 Let ' s talkl 学时Section One Anti-aging PilatesSection Two Your turnPart IV Supplementary tasks 1 学时A. Dubbing Forrest GumpB. Story dictation Wheelchair Basketball Athlete Liesl TeschUnit8 Negotiation（6 学时）Part I Warm-up 0.5学时Part n Listen and watch 3.5学时Section One Listen for skillsSection Two Special English programsA. Item 1 Airbus Reports New Orders at Paris Air ShowB. Item 2 APEC Meeting Pushes for Trade ReformsC. Item 3 Finding a Buyer for ChryslerSection Three Read after meSection Four Real world SpeedLeisure Time CommunicationPart 皿 Let ' s talk 1 学时Section One How to negotiate an employment contractSection Two Your turnPart V Supplementary tasks 1学时A. Dubbing Air Force OneB. Story dictation Take It or Leave It基本要求：本大纲参照《大学英语课程教学要求》，立足于一般要求，鼓励学生向较高要求和最高要求调整自己的学习目标。

大学英语视听说3

《大学英语视听说3》课程教学大纲一、基本信息二、课程简介（不超过300字）《大学英语视听说》课程教学旨在提高学生英语听说的交际能力。

本课程结合了听力、口语课程的一些基本功能，通过对学生进行听力、口语等英语视听说技能的训练，提高学生的听力理解水平、口语表达能力和对语言运用的分析理解能力。

以英语录音、录像、电影电视片等形式进行教学，经过系统的训练，使学生有较好的语言实际运用的能力和较强的视听说水平，同时增强其自主学习能力、提高综合文化素养，使他们在今后的工作和社会交往中能用英语有效进行口头和书面的交流。

三、知识点（一）基本知识点培养学生的英语综合（特别是听说）的应用能力，切实提高学生综合文化素养和跨文化交际的能力，以适应社会发展和国际交流的需要；同时增加听说学习策略的指导，强化学生自主学习的意识。

1. 英语语言知识，包括：英语语音，英语词汇，英语语法，英语修辞等等。

2. 中西方文化知识3. 听力技巧，口语表达策略，快速记录策略速等（二）重要知识点语音知识，语法知识、文学知识、文化知识四、基本要求（一）知识要求能听懂英语讲课，并能听懂题材熟悉、句子结构比较简单、基本没有生词、语速为每分钟110-120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。

能就教材内容和适当的听力材料进行回答和复述，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发言，表达思想比较清楚，语音、语调基本正确。

（二）能力要求注重培养和提高学生的个性化学习及自主学习能力、自我发展能力和可持续性发展能力；营造个性化学习的环境，为学生提供自主学习的资源和场所，在培养他们积极主动的学习方法和思维方法、助其形成有效的学习策略的同时，提高他们的创新意识、创新能力、应用能力、分析和解决问题能力。

（三）素质要求应坚持以人为本，关注学生的情感，进一步激发学生学习英语的兴趣，帮助学生建立英语学习的成就感和自信心。

大学英语视听说3

Unit One(一) While some visitors to Singapore expect a high-tech city, there are also some parts of the island that still reflect how it used to look before urban development took over.In one of the main Central Nature Reserves, monkeys still roam freely, living side by side with humans. The macaques have grown accustomed to being fed, so they look to humans as a source of food. But this in itself is problematic. As the monkeys depend more on humans for food, they venture further from their natural habitat, a phenomenon that has worried experts.There is just not enough space. Essentially, in much of Southeast Asia we‘ve seen a lot of habitat loss where rainforest has been destroyed and converted into human settlement. Singapore is a very urbanized city, and it‘s taken a lot of space, so there is not much space left for long-tailed macaques.We really need to stop encroaching into nature reserves. We need to stop building the houses so nearby the reserves, which then causes the problem of the ma caques coming into people‘s houses and raiding them. These macaques are French species so they live on the edges of the rainforests.If humans keep building the houses so near the reserves, there will definitely be a constant human-macaque conflict issue.After all, the macaques are essential to maintaining the rainforest‘s ecosystem. More should be done to protect them.（二）During the whole year‘s promotion, a series of activities will be held to promote public awareness in protecting biodiversity like summit forums and biodiversity knowledge competitions. Also, the government will conduct supervision to fight illegal hunting and other related conduct in nature reserves nationwide.Wan Bentai, general engineer at the Ministry of Environmental Protection says biodiversity is vital to human life. The Earth is colorful just because of biodiversity. If all the species were gone and there were only us humans left, humans wouldn‘t be able to survive.Biodiversity not only refers to all the species, including animals, plants and insects but also the genes and our living environment. However, dozens of species are disappearing on our planet everyday. Currently, 34,000 plants and 5,200 animals are on the edge of extinction.Scientists say many spec ies‘ extinction is attributed to human activities. Many animals are endangered because of human activities like hunting and fishing. But many animalshave a close connection with humans, so we should treat them as friends. Besides, many plants make great contributions to human life, some of which are even more precious than gold.In recent years, the number of animal and plant species has declined sharply in China due to various reasons. We need policies which protect biodiversity. And we have to find programs which can encourage and provide incentives for people not to cut down the forest, nor to destroy the habitat of rare birds, nor fisheries. We have to do many things.UNIT TWO（一）When it comes to intelligence, there has always been one fundamental question: Is intelligence a function of nature? Is it simply encoded in a child‘s genes? Or is it a function of nurture? Is it more about the environment that a child grows up in?On the one hand, if we take two people at random from the crowd, it is very likely that theirdegrees of intelligence will be completely different. However, if we take two identical twins, chances are that they will be as intelligent as each other. Therefore, a conclusion can be drawn that intelligence is to some extent something we are born with. On the other hand, though, if we put identical twins in different environments, we would find differences in their intelligence several years later, which indica tes that environment does play a crucial role in people‘s intelligence.Recently, data has clearly indicated that nurture is indeed more than 50% of the equation. That is good news for educators, but even better news for society as a whole.Fortunately, President Obama has come out in strong support of early childhood education, particularly for those children most at risk of school failure. Investing in quality pre-school opportunities clearly helps give children from poverty-stricken areas the chance at a stronger start in school and in life.If we are serious about helping our children succeed in school, if we are truly interested in ―Leaving No Child Behind,‖ we will take a hard look at this compelling data and begin investing greater sums at the early childhood level.(二)Albert Einstein was a German-born physicist, although most people probably know him as the most intelligent person who ever lived. His name has become part of many languages when we want to say someone is a genius, as in the phrase, ―She‘s a real Einstein‖. He must have been pretty brainy to discover the Theory of Relativity and the equation E=MC2.In 1999, Time Magazine named Einstein as the Person of the Century. No one could have guessed this would happen when he was in school. He was extremely interested in science but hated the system of learning things by rote memory. He said it destroyed learning and creativity. He had already done many experiments but failed the entrance exams to a technical college. He didn‘t let this setback stop him. When he was16, he performed his famous experiment of imagining traveling alongside a beam of light. He eventually graduated from university, in 1900, with a degree in physics.Twelve years later he was a university professor and in 1921, he won the Nobel Prize for Physics. He went on to publish over 300 scientific papers. Einstein is the only scientist to become a cult figure, a household name and part of everyday culture. He once joked that when people stopped him in the street, he always replied, ―Pardon me, sorry!Always I am mistaken for Professor Einstein.‖ Today, he is seen as the typical mad, absentminded professor, who just happened to change our world.UNIT THREE（一）To imagine life in the future, you have to know what might be possible. You also need a lot o f imagination. There have been many exhibits, such as those at World‘s Fairs and theme parks, showing how future homes might look and work, sponsored by builders, developers or technology companies. Science fiction is another way to predict the future. It‘s a kind of writing that blends real science with fantasy. Over the years, science fiction writers, artists and engineers have had many ideas about what life would be like in the future. Here‘s a look at what some of the leading scientists are working on today to bring into your homes tomorrow.On the outside a home might look like any other. But inside, it can be high-tech all the way! Computer scientists have found new ways to use technology to make people‘s lives easier. For instance, sensors can show if someone is in your home and where they are at all times. You cancheck in from any computer — anywhere. The stuff of cutting-edge scientific research today is tomorrow‘s household technology, and high-tech consumer products could be available in your future home!（二）What if we could wear bodysuits to give us super strength? Own an identical robot twin to work for us? What if we could travel through time? Technology is pushing from every direction, getting faster with each passing second. Prepare yourself! The future is closer than you think.A robot conducting a symphony orchestra! Amazing as that is, it‘s just one way reality is outpacing science fiction. Every day robots become even more sophisticated, taking on additional human traits. Until now, robots have mostly gotten the toughest jobs. They work at the assembly line and defuse or even detonate explosive devices.The traditional tasks for a robot have always been the 3-D‘s: dull, dirty, dangerous. But as technology improves and as researchers are work towards developing these intelligent humanoids, we are going to see our homes and offices occupied by robots. It makes sense that if you are going to build a general-purpose robot that can perform any task that a human can do, you‘d like to give it a human shape. It can walk gracefully. His creators study motion-capture video of both humans and animals. I believe that humanoid technologies will improve our lives in the 21st century.UNIT FOUR(一) A leading US scientist has predicted that computers will be as intelligent as humans by 2029. Futurologist Dr Ray Kurzweil told the American Association for the Advancement of Science that in the near future, machine intelligence will overtake the power of the human brain. He said that within two decades computers will be able to think quicker than humans. Dr Kurzweil painted a picture of us having tiny robots called nanobots implanted in our brain to boost our intelligence and health. He told reporters that these microscopic nanobots would work with our brains to make us think faster and give us more powerful memories. Kurzweil explained that we are already ―a human machine civilization‖ and that the upcoming technology ―will be a further extension of th at.‖Dr Kurzweil was one of 18 top intellectuals asked by the US National Academy of Engineering to identify our greatest technological challenges. Other experts included Google founder Larry Page and the human genome pioneer Dr Craig Venter. Kurzweil has a very impressive background in science and innovation. He was an innovator in various fields of computing, including the technology behind CDs. He also pioneered automatic speech recognition by machines. He predicts the pace of new inventions will increas e greatly from now, saying: ― … the next half century will see 32 times more technical progress than the past half century.‖ This means scenes from science fiction movies, like Blade Runner, The Terminator and I, Robot, will become more and more a part of our everyday lives.（二）The scientists who launched the Human Genome Project believed in the power of genetic information to transform health care to allow earlier diagnosis of diseases than ever before and to fuel the creation of powerful new medicines.But it was also clear that genetic information could potentially be used in ways that are hurtful or unfair —for example denying health insurance because of an increased risk for developing a particular disease.Aware of the danger and hoping to ward it off, the founders of the Human Genome Project created a program to explore the ethical, legal, and social implications of new genetic knowledge. The goal was to anticipate problems that might arise and to prompt solutions.For example, in the future, doctors will l ikely be able to give each of us a ―genetic report card‖ that will spell out our risk of developing a variety of different diseases. But will we really want that information? How will it be used? Who will have access to our genetic information? How will it affect our lives, our families, and our communities?The challenge of addressing these issues is not reserved for scientists. We all have a stake in making sure that everyone will benefit from genetic research and no one is harmed.UNIT FIVE（一）―Art does not solve problems, but makes us aware of their existence,‖ sculptor Magdalena Abakanowicz has said. Arts education, on the other hand, does solve problems. Years of research show that it‘s closely linked to almost everything that we as a nati on say we want for our children and demand from our schools: academic achievement, social and emotional development, civic engagement, and equal opportunity. Involvement in the arts is associated with gains in math, reading, cognitive ability, critical thinking, and verbal skill. Arts learning can also improve motivation, concentration, confidence, and teamwork. A 2005 report by the Rand Corporation about the visual arts argues that the intrinsic pleasures and stimulation of the art experience do more than sweeten an individual‘s life —according to the report, they ―can connect people more deeply to the world and open them to new ways of seeing,‖ creating the foundation to forge social bonds and community cohesion. Comprehensive, innovative arts initiatives are taking root in a growing number of school districts. Many of these models are based on new findings in brain research and cognitive development, and they embrace a variety of approaches: using the arts as a learning tool, incorporating arts into other core classes and creating a school environment rich in arts and culture. ―When you think about the purposes of education, there are three,‖ an educator says. ―We‘re preparing kids for jobs. We‘re preparing them to be citizens. And we‘re teaching them to be human beings who can enjoy the deeper forms of beauty. The third is as important as the other two.‖（二）The arts are windows of the world in the same way that science helps us see the world around us. Literature, music, theater, the visual arts, the media, architecture, and dance reveal aspects about ourselves, the world around us, and the relationship between the two. In 1937, German planes flying for Franco in the Spanish civil war bombed a defenseless village as a laboratory experiment, killing many of the inhabitants. In Guernica, Pablo Picasso painted his outrage in the form of a vicious bull surveying a scene of human beings screaming, suffering, and dying. These powerful images mark in our minds the horror of a senseless act of war.Today, one major goal of education has become very practical: employability. Children should know how to read, write, and compute so that they can assume a place in the work force. Few would argue with that. But this objective should not allow us to overlook the importance of the arts and what they can do for the mind and spirit of every child and the function of schooling.Educational administrators need to be reminded that schools have a fundamental responsibility to provide the fuel that will ignite the mind, spark the aspirations, and illuminate the human spirit. The arts can often serve as that fuel. They are the ways we apply our imagination, thought, andfeeling through a range of ―languages‖ to illuminate life in all its mysteries, miseries, delights, pities, and wonders.UNIT SIX（一）A solution may be at hand for holidaymakers who are finding it harder to get off the beaten track. For those who really want to get away from it all, a new holiday destination has sprung up —Antarctica. However, this new hotspot, or freezing zone, might only be for those with the deepest pockets if a new policy gets under way. Tourism on Antarctica has been increasing dramatically in the past twenty years, from a few thousand people in 1985 to more than 40,000 in 2007. The growing numbers are having a negative effect on the pristine environment of the South Pole. To combat this, re searchers from Holland‘s Maastricht University have come up with a possible solution: limit the number of tourists allowed to visit and auction the vacations to the highest bidders.Many environmental protection agencies agree that there is a need to protect the frozen wilderness from the damage created by modern tourism. Antarctica is the last unspoiled place on Earth. It has a very delicate ecosystem that could be easily upset by hordes of tourists landing in airplanes and using skimobiles. A difficulty exists because Antarctica is not a country and therefore has no government to pass laws or guidelines to control the number of visitors. The Maastricht University team‘s proposal to auction off a fixed number of tourist places seems a workable solution. It would limit the number of visitors and therefore contain the amount of environmental damage, and the money would be used to protect Antarctica‘s future.（二）Traveling to World Heritage sites is rewarding! It is about exploring unique environments, engaging with cultural splendours, experiencing a different way of life and building lasting memories. The following are some great travel tips that can enhance your trip and benefit the World Heritage sites you visit. Here are the tips:Before traveling, first find out as much as possible. The more you know about a World Heritage site before arriving, the more the site will come alive. Second, pack light. It is tempting to pack everything you think you might need, but remember to be smart about your necessities. Packaging items like the paper box of your film or the plastic wrapping of your new toothbrush simply consumes space in your bag and can create excess trash for the World Heritage site. Finally, explore transportation options. Traveling affects the environment. Wherever possible, try to minimize your pollution and impact on the environment by looking to alternative transportation and off-setting your carbon emissions.UNIT SEVEN（一）Anyone who has experienced it knows all too well – video game addiction is real. Although gaming addiction is not yet officially recognized as a disorder by the American Medical Association, there is increasing evidence that people of all ages, especially teens and pre-teens, are facing very real, sometimes severe consequences associated with compulsive use of video and computer games.Video games are becoming increasingly complex, detailed and compelling to a growing international audience of players. With better graphics, more realistic characters and greater strategic challenges, it‘s not surprising that some teens would rather play the latest video gamethan hang out with friends, play sports or even watch television.Of course, all gamers are not addicts – many teens can play video games a few hours a week, successfully balancing school activities, grades, friends and family obligations. But for some gaming has become an uncontrollable compulsion. Studies estimate that 10 percent to 15 percent of gamers exhibit signs that meet the World Health Organization‘s criteria for addiction. Just like gambling and other compulsive behaviors, teens can become so enthralled in the fantasy world of gaming that they neglect their family, friends, work and school.（二）Internet Addiction Disorder has long been recognized as a social problem.According to psychological counselor Li Jianling, if you have the following symptoms, it islikely that Internet addiction has begun to infiltrate your life. Internet addicts lose track of time and spend less and less time on meals at home or at work. They are used to eating in front of a computer screen. Also, they deny spending too much time on the Net. They can‘t help going online when already busy at work, and they snea k online when family members aren‘t at home, with a sense of relief. It‘s a commonly known fact that Internet addiction can have a devastating effect on peoples‘ health and social lives. Adults may lose the most important years for their career development and students may waste too much of their youth in front of a computer screen.But why is Internet addiction so prominent in China? Li Jianling explains that many youths are the only children in their families. They don‘t have enough chances to associat e with parents and relatives. Also, the lack of activities for adults can lead to Internet addiction. When people grow up, if they don‘t spend time on sports or other positive interests, they often turn to the Internet to kill time.How do we deal with this problem? Li Jianling says associating more with family, friends and nature can really help Internet addicts kick the habit. Everyone understands that parents nowadays are busy, but if they just spend more time communicating with their kids, they can help avoid their children from becoming addicted to the Internet.UNIT EIGHT（一）The ability of a country to reduce poverty and increase its development depends on a number of things: its physical geography, the policy choices it makes, and the resources, institutions and capacities it has access to. On top of these, money is also needed to enable a country to invest in infrastructure or programs that support economic growth and development. Countries can finance their development in several different ways. First and foremost are the domestic financial resources that countries already have —the taxes they collect on economic activity or government borrowing from the savings that people and companies make. But for many developing countries, domestic resources are insufficient to meet the scale of investment necessary. So there is often a need to supplement them with financial resources from other countries. In 2005, many donor countries committed to increasing the amount of money they give in aid by $50 billion by 2010.Of equal importance, aid also needs to work better. For example, aid sometimes can be tied to the purchase of goods and services from the donor. This means that aid is not necessarily directed to the things that matter for poor people. This undermines the effectiveness of aid, as measured by its ability to reduce poverty. Making aid more effective is a responsibility shared by donor and recipient countries. The organization called United Nations Development Programme (UNDP) hasbeen focusing on supporting recipient governments, ensuring aid coordination, and supporting to monitor arrangements that include the private sector and civil society.（二）UN Secretary-General Ban Ki-moon says the global financial crisis may have shaken world confidence, but not the international community‘s resolve to help the United Nations continue working to fight poverty and disease. Mr. Ban said the international co mmunity‘s determination to help what he calls the world‘s ―bottom billion‖ — those who live on less than $1 a day — has not weakened. During the annual meeting of the UN General Assembly that wrapped up last week in New York, member states pledged $16 billion to help the UN meet targets of cutting poverty and disease worldwide by 2015.―Everyone has felt the earthquake on Wall Street,‖ said the U.N. chief. ―But it has not shaken our resolve. Banks may be failing, but the world‘s bottom billion can bank on us.‖ He said the generosity of these commitments is very encouraging, given the economic climate.In the first of a new monthly series of press conferences, Mr. Ban spoke about the many challenges facing the United Nations —among them, the deteriorating situation in Darfur, the precarious political and military situation in Afghanistan, piracy and instability in Somalia and the effects of climate change.The UN chief said that amid these crises the world must not forget the plight of others and he urged world leaders to honor the monetary pledges they have made. ―Grave as it may be, today‘s financial crisis will be overcome,‖ he said. ―We must underline the need for ‗crisis-proofing‘ of the important priorities of the United Nations from i nternational financial turbulence.‖。

大学英语视听说课程教学大纲-(3)

大学英语视听说课程教学大纲一、层次与学制：本科，四年制二、教学时数：开设四学期，其中非外语专业第一、二、三、四学期开设，周学时2，总学时130；非英语外语类专业第三、四、五、六学期开设，周学时2，总学时136。

三、适用专业：非外语专业院系（国际经济贸易学院、国际工商管理学院、汉学院）；非英语外语类专业院系（日、德、法、韩、俄、西、葡、意）。

四、课程性质和任务大学英语视听说是我校非英语专业本科学生必修的一门公共基础课程，也是我校“成人、成才、成功”教育理念的体现。

大学英语视听说改进原来的以教师讲授为主的单一课堂教学模式，充分利用现代化信息技术，以学生为主体，教师为主导，采用多媒体和课堂相结合的大学英语视听说教学模式。

大学英语视听说的教学目的是培养学生英语综合应用能力（听、说、读、写、译），特别是加强听说能力，扩大知识面，提高文化素养。

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、提高综合文化素质，以适应我国经济发展和国际交流的需要。

五、课程的目的与基本要求根据《大学英语课程教学要求》的规定，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。

”通过大学英语视听说教学，学生应打下扎实的语言基础，掌握良好的语言学习方法，增强其自主学习能力，提高文化素养，以适应我国经济发展和国际交流的需要。

我校各学院、各专业学生英语基础存在一定差异，因此，大学英语教学贯彻分类指导、因材施教的原则，将教学要求分为以下两个层次：（一）一般要求1. 听力理解能力：能听懂英语授课，能听懂一般性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教学节目，语速为每分钟130词左右，能掌握其中心大意，抓住要点和有关细节。

能运用基本的听力技巧帮助理解能够。

英语视听说3

英语视听说3IntroductionWelcome to the English Listening, Speaking, and Pronunciation Course 3! In this course, you will enhance your listening, speaking, and pronunciation skills in English. By the end of this course, you will have improved your ability to comprehend spoken English, express your thoughts and opinions confidently, and pronounce words accurately. Let's get started!Module 1: Listening ComprehensionIn this module, we will focus on improving your listening comprehension skills. You will listen to various audio materials, such as conversations, interviews, and lectures, and develop your ability to understand English spoken at natural speed. Through exercises and activities, you will learn to identify main ideas, supporting details, andspecific information in spoken discourse.Module 2: Speaking PracticeIn Module 2, we will concentrate on developing your speaking skills. You will engage in a range of interactive activities and discussions to improve your conversational abilities. By participating in speaking tasks, role-plays, and group discussions, you will gain confidence in expressing your ideas clearly and fluently. Moreover, you will learn effective strategies for organizing and delivering coherent presentations.Module 3: Pronunciation EnhancementIn this module, we will work on improving your pronunciation skills. You will focus on mastering differentsounds, stress patterns, intonation, and rhythm in English. Through practice exercises and drills, you will learn to produce individual sounds accurately and enhance your overall intelligibility in spoken English. Additionally, you will be introduced to common pronunciation challenges faced by non-native speakers and learn techniques to overcome them.Module 4: Listening and Speaking IntegrationIn Module 4, we will combine the skills learned in the previous modules to develop your ability to integratelistening and speaking. You will engage in various listening activities that require you to respond orally, such as summarizing audio clips, participating in discussions, and giving presentations. By integrating these skills, you will become a more confident and effective communicator in English. ConclusionCongratulations on completing the English Listening, Speaking, and Pronunciation Course 3! Throughout this course, you have honed your listening comprehension, speaking, and pronunciation skills. Remember to continue practicing and exposing yourself to English in real-life situations tofurther improve your English language abilities. Best of luck on your language learning journey!。

《新视野大学英语视听说3》教学大纲【模板】

《新视野大学英语视听说3》教学大纲课程编号：课程性质：必修课总学时数：36 开课单位：英语教育系适合层次：全日制本科适合专业：大学二年级非英语专业本科学生一、课程的目的与任务大学英语视听说是大学英语课程一个有机组成部分，是大学生的一门必修的基础课程，是大学英语改革的重点能力培养课程。

本课程的教学目标是培养学生的英语交际能力，特别是听说能力。

以外语教学理论为指导，并集多种教学模式和教学手段，教学中注重语用技能、听的策略和说的策略的介绍和培训，培养学生以跨文化交际为目的的实际英语运用能力，以适应我国社会发展和国际交流的需要。

二、理论教学要求1 . 总体教学要求根据因材施教、突出个性发展的教学规律、参照教育部高等教育司下发的《大学英语课程教学要求》（试行），我校大学英语视听说课程对学生提出了要达到教学大纲规定的“一般要求”，“较高要求”和“更高要求”。

“一般要求”的英语听说能力要求如下：(1) 听力理解能力：能听懂英语授课，能听懂日常会话，并能辨别说话人的态度和语气。

能听懂VOA慢速新闻广播和文化节目，抓住主要内容。

对句子结构简单，基本无生词，语速为每分钟100词的听力材料，一遍可听懂，听力理解准确率以70%为合格。

(2) 口语表达能力：能就所听到的语段进行问答和复述；能就日常生活话题进行交谈；作到正确表达思想，语音、语调自然，无重大语法错误，语言基本(3) 推荐词汇量：掌握3000个单词以及常用词组，并具有按照构词方法识别生词的能力。

“较高要求”的英语能力要求如下：(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，能基本听懂慢速英语节目，语速为每分钟130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，并能某一主题进行讨论，能就日常话题和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单发言，表达比较清楚，语音、语调基本正确。

《大学英语视听说》(三)教学大纲(I类学生适用)

《大学英语视听说》（三）教学大纲（I类学生适用）一、课程基本信息英文名称：College English Viewing, Listening and Speaking III课程编号：050220288课程学时：16学时课程学分：1学分适用专业：非英语专业本科二年级考研学生课程性质：必修开课单位：外国语学院开课学期：（二年级上学期）先修课程：大学英语视听说（一），大学英语视听说（二）二、课程教学目标本课程是我校非英语专业本科生的一门必修基础课，该课程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。

目标1：本课程结合了视听、口语课程的一些基本功能，通过对学生进行听力、口语等英语视听说技能的训练，提高学生的听力理解水平、口语表达能力和对语言运用的分析理解能力。

目标2：培养学生英语听力的能力的同时着重发展学生的英语听说能力。

使学生在今后的研究生学习中和社会交往中能用英语有效地进行信息交流。

目标3：增强其自主学习能力和综合文化素养，以适应我国经济发展和国际交流的需要。

课程教学目标与毕业要求对应关系表注：“毕业要求指标点”是指人才培养方案中“二、毕业要求”的相关内容；请在相应的表格内打“√”。

三、课程要求本课程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。

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的讲座，能听懂语速较慢(每分钟130 ~150词)的英语广播和电视节目，能掌握其中心大意，抓住要点。

能运用基本的听力技巧。

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，能就日常话题用英语进行交谈，能经准备后就所熟悉的话题作简短发言，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。

通过本课程的学习，为后阶段的考研英语系列课程打好基础。

四、教学内容Unit 1 Family（2学时）知识要点：了解中西方家庭结构和观念的异同；谈论家庭，学会介绍自己的家庭成员及相关情况，听懂关于“Family”的会话和语篇，抓住听力材料的大意和重点信息，学习掌握如何获得主旨大意的技巧。

大学英语视听说3 大纲

大学英语视听说3 大纲

英语听说3教学大纲

全新版大学进阶英语视听说教程第3册--Unit3文本

应用型大学英语视听说教程3课程教学大纲

大学英语视听说3

大学英语 视听说3

大学英语视听说课程教学大纲-(3)

英语视听说3

《新视野大学英语视听说3》教学大纲【模板】

《大学英语视听说》(三)教学大纲(I类学生适用)

大学英语视听说3