大学英语口语三教学大纲-20141012
英语口语3教学大纲
英语口语3教学大纲《英语口语3》课程教学大纲课程代码：070131059课程英文名称：Oral English 3课程总学时：24 讲课：24 实验：0 上机：0适用专业：英语大纲编写（修订）时间：2017.10一、大纲使用说明（一）课程的地位及教学目标《英语口语3》是英语专业技能必修课，其目的培养学生的口语表达能力。
在基础阶段结束时，学生能够在一般的社交场合与英语国家人士进行交谈，表达思想，能够做到语音语调自然，无重大语法错误，语言基本得体。
（二）知识、能力及技能方面的基本要求１．提高学生口头交际能力本课程的基本手段是通过让学生接触到大量的文字及听力材料，增加语言输入，然后经过对语言的模仿最终达到对语言的自如运用。
着重于让学生用所掌握的基本的语言知识，条理清晰、逻辑严谨地口头表达观点与思想。
学生应从大量的口语实践中完成从单纯模仿语言到自由运用语言的过渡。
２.增加学生对所学语言国家文化的了解语言是文化交流的媒介，交际过程无时无刻不体现着文化之间的差异。
由于缺乏这方面的知识，很多学生说话往往不得体。
语言不得体比不正确的语音、语调、语法更容易导致误解的产生。
所以，本课程的目标之一就是培养学生观察和理解所学语言的社会环境，使其掌握正确、得体的表达方式。
３.提高学生观察分析问题的能力本课程的课文素材绝大多数选自国外的教科书、报刊。
它们一方面为学生提供了丰富的有关英语国家的资料；另一方面也为学生展示了外国人对社会诸方面问题的看法。
口语实践活动应与提高观察分析问题的能力有机地结合起来。
（三）实施说明本门课程安排在第三学期进行，共24 学时。
该课程主要是在教师指导下进行系统的循序渐进的练习，学会用英语思维，逐步掌握从简单句子到较为复杂的篇章的表达能力。
要求教师帮助学生克服胆怯内向的性格特征，鼓励他们积极参与课堂和课外训练。
对英语专业本科而言,会话是专业教学的重要环节。
以外教授课为主，对教师的课堂组织能力要求比较高，要求学生参与性强，因此，教学中应坚持以学生为中心的原则，培养学生的交际能力；同时，会话也是操作性，模仿性很强的课程，教学中还要求尽可能采用辅助教学设备，如录相带、VCD光盘，英语网站浏览等教学设施和手段，精选一些好的背景资料，场景设置以加强学生的感性认识和创新意识。
《大学英语Ⅲ》课程教学大纲
《大学英语Ⅲ》课程教学大纲一、课程简介[1] 李荫华主编（全新版）《大学英语》综合教程第3册上海外语教育出版社2002年7月第一版[2] 虞苏美主编（全新版）《大学英语》听说教程第3册上海外语教育出版社2002年7月第一版[3] 李荫华主编（全新版）《大学英语》快速阅读教程第3册上海外语教育出版社2002年9月第一版参考书：[1] 季佩英主编（全新版）《大学英语》综合教程教师用书第3册外语教学与研究出版社2002年7月第一版[2] 虞苏美主编（全新版）《大学英语》听说教程教师用书第3册上海外语教育出版社2002年7月第一版[3] 张成袆主编《大学英语语法手册》上海外语教育出版社2004年第一版二、课程章节主要内容及学时分配Unit One Changes in the Way We LiveText A Mr. Doherty Builds His Dream Life (5 periods)Main Idea: Tolerance for solitude and energy made it possible for the writer’s family to enjoy their pleasant but sometimes harsh country life. Students will beable to appreciate the various techniques employed by the writer(comparison and contrast, topic sentences followed by detail sentences,use of transitional devices, etc.)Process of Teaching:1.Warm-up: Talk about the topic why people change their places of living.2.Explanation of new words and phrases, language points3.Exercises4.Fast Reading—Four passages of Unit OneDiscussed Questions:1. Why do so many migrant workers move from the country to the city?2. Why do city people buy apartments or houses in the suburbs or even in the countryside?3. Why are tours of Zhou Zhuang, Li Jiang or any other old town so popular? Why are tourists willing to pay for a night in a farmer’s house instead of a hotel?Text B American Family Life: The Changing Picture (1 periods)Writing Strategy — Using comparison and contrast in essay writingComparing or contrasting enables us to understand each of the two things more clearly. So it seems natural to end a comparison and contrast paper with an insightful remark.Listening and Speaking CourseUnit One Parents (2 periods)1.Practice listening to a long dialogue about love between a son and hismother.2.Oral practicing: Pair work --- Have a conversation about the moralresponsibility of children to their parents, using the expressions provided.Unit Two Civil-Rights HeroesText A The Freedom Giver（5 periods )Main Idea: The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are chosen becausethey are representative of all participants in this movement. When welearn a foreign language, we must also learn the culture of the speakersof that language. Text A is a good case in point.Process of Teaching:1.Introducing cultural background knowledge.2.Explanation of new words and phrases, language points3.Exercises4.Fast Reading—Four passages of Unit TwoDiscussed Questions:1. What are the special contributions of Abraham, John and Martin to the Americannation?2. In what way did they die?Text B The Dream, the Stars and Dr. King(1 periods)Writing Strategy — Using library resourcesStudents will by now be used to using brainstorming to generate information on topics they write about. However, in writing about complex and serious issues, it is not expected to generate all the ideas by brainstorming. By brainstorming, they can develop a general framework. Yet, that is not sufficient to write a paper on a serious and complex topic. They will find it necessary to do some library research on the issue.Listening and Speaking CourseUnit Two Coincidence (2 periods)1. Listening to a long dialogue about a coincidence.2. Oral Practicing: Debating --- Arguments for or against believing in thesupernatural.Unit Three SecurityText A The Land of the Lock (5 periods)Main Idea: America is deteriorating into “the most insecure nation”. In addition to learning new vocabulary and the structure of the text (opening – body –conclusion), the students will learn to use comparison and contrast inwriting and to use keywords for efficient reading.Process of Teaching:1. Pre-reading tasksIn discussing the text, the teacher may lead off with something like the following: Once upon a time in China, on one picked up and pocketed anything left on the road, while no family had the need to bolt the doors at night. However, this is no longer true nowadays.2. Explanation of new words and phrases, language points.3. Exercises4. Fast Reading—Four passages of Unit ThreeDiscussed Questions:1. In our families, what do we do to try to prevent burglaries? For example, is there a burglary-proof door at your apartment?2. In our contact with the outside world, what precautions do we take to steer clear of danger? For example, do we speak to strangers?Text B Why I Bought a Gun (1 periods)Writing Strategy — Using cause and effect in essay writingThere are three basic ways of organizing cause-effect analysis: chronological organization; order of importance and categorical arrangement. For cause and effect analysis, some transitional words and phrases can be used.Listening and Speaking CourseUnit Three Marriage (2 periods)1.Listening to a long dialogue about a marriage agreement.2.Oral Practicing: Pair Work—Arguments for or against giving first priority toeconomic status in choosing a spouse.Unit Four ExtraterrestrialsText A The Water Place (5 periods)Main Idea: The narrator claims that no extraterrestrials will ever land on earth. By giving an account of his encounter with extraterrestrials, the narratormakes it clear why he claims that they will return no more. The studentswill understand the structure of the text (narration in time sequence) andappreciate the difference between formal speech and informal speech. Process of Teaching:1.Make presentation—“E.T. has been a topic of interest to experts and laymenalike ……”2.Explanation of new words and phrases, language points.3. Exercises4. Fast Reading—Four passages of Unit FourGroup Writing: My Encounter with an E.T.1)Students form groups to discuss where, when, and how they met the E.T., andwhat happened during the encounter. One student takes notes.2)Based on the notes, one student writes a story of about 100 words, and another isasked to draw a few pictures to illustrate the story.3)Other group members make suggestions for improvement.4)Each group sends a speaker to anther group, telling the latter their story with thehelp of the illustrations.Text B Is There Life on Planets Circling Other Stars(1 periods)Writing Strategy — How to write an expository essayIt is advisable to prepare enough material (details or examples) to help the explanation. Moreover, good exposition is often both instructive and interesting with many concrete examples.Listening and Speaking CourseUnit Four Stress (2 periods)1.Listening to two short conversations about stress.2.Introducing some expression about stress reducers.3.Oral Practicing: Pair Work--- ways to deal with stress.4.Model Test--- Listening (CET-4)Unit Five How to Celebrate HolidaysText A Writing Three Thank-You Letters(5 periods)Main Idea: On Thanksgiving Day 1943, as a young coastguardsman at sea, the writer came up with the idea of expressing his gratitude to people who hadhelped him before. The writer wrote three thank-you letters to his father,the Rev. Nelson and his grandmother and got three letters in reply. In theend the writer wishes everyone to find the good and praise it.Process of Teaching:1.Introducing cultural knowledge about Thanksgiving2.Explanation of new words and phrases, language points3.Exercises4.Fast Reading—Four passages of Unit FiveGroup Discussion:1. What should I thank my parents/teachers/friends for?2. Have I expressed my gratitude to the persons mentioned above?3. Are holidays a good time to express gratitude? Which holidays are the most appropriate?Text B Where Is Home?(1 periods)Writing Strategy — How to write thank-you lettersFeel free to respond to even the simplest favor, gift, or courtesy with a thank-you letter. Everyone appreciates receiving kind words in the mail.Listening and Speak CourseUnit Five Youth (2 periods)1.Listening to two stories about present-day youth.2.Oral Practicing: Pair Work--- reflections on volunteer activities.3.Watching a short play--- Growing Pains and repeat the lines sentence bysentence.Unit Six The Human TouchText A The Last Leaf(5 periods)Main Idea: The text tells a moving story about old Behrman who saved a young girl’s life at the expense of his own. The most touching thing about the story isthe way in which it captures the very best in humanity, the spirit ofkindness. The old artist appears to be a no-nonsense character, onewithout any time for sentimentality and softness. Yet we soon see hiskindly nature peeping through his rough manner. Only at the end of thestory, however, do we discover how kind and considerate he was, the oldman risking death to save a girl.Process of Teaching:1. Pre-reading tasksDebate: Charity begins at home2. Explanation of new words and phrases, language points3. Exercises4. Fast Reading—Four passages of Unit ThreeDiscussed Questions:1. Which among faith, hope and charity is the most important?2. Is love all we need to solve the world’s problems? Why or why not?Text B Thank You, Ma’m (1 periods)Writing Strategy – The general-to-specific patternEssays using the general-to-specific pattern move from a general statement about the subject to a detailed discussion that provides specific evidence, examples, and analysis to support or elaborate upon the general statement.Listening and Speaking CourseUnit Six The natural World (2 periods)1.Listening to two passages about how and why leaves of certain kinds of treeschange color in fall2.Oral Practicing: Pair Work--- the beauty of Nature3.Model Test--- Listening (CET-4)Unit Seven Making a LivingText A Life of a Salesman (5 periods)Main idea: Making a living as a door-to-door salesman demands a thick skin, both to protect against the weather and against constantly having the door shut inyour face. Bill Porter, the protagonist of the story, puts up with all this andnever gives in.Process of Teaching:1.Role play: Classroom salesman2.Explanation of new words and phrases, language points3.Exercises4.Fast Reading—Four passages of Unit SevenDiscussed Questions:1. How does the author succeed in combining in-depth reporting with skillful writing to produce an inspiring and enduring profile of the salesman Bill Porter?2. Would you rather have a low paid job that is interesting or a well-paid job that is boring?Text B Bricklayer’s Boy (1 periods)Writing Strategy – How to write a synopsisA synopsis is a summary of a longer piece of writing. A synopsis writer should keep in mind some requirements.Listening and Speaking CourseUnit Seven Courage (2 periods)1.Listening to a story about Krimali, a courageous girl.2.Oral practicing: Pair Work--- Bravery in the face of danger.3.Watching a short play—Growing Pains: Repeat the lines.Unit Eight CloningText A A Clone Is Born (5 periods)Main Idea: After Dolly, a clone sheep, was born, cloning could no longer be dismissed as science fiction. The ability to create an identical twin of a lamb is onlyone step short of cloning humans, which many find terrifying andoffensive. The technique of cloning is a two-edged sword.Process of Teaching:1.Making presentation –Give a brief history of the scientific research intocloning.2.Explanation of new words and phrases, language points3.Exercises4.Fast Reading— Four passages of Unit OneDiscussed Questions:1. What are the major pros and cons of human cloning?2. What is the greatest problem with human reproductive cloning?Text B Second Thoughts on Cloning (1 periods)Writing Strategy — How to write a persuasive essayThe effectiveness of an argument often depends on the background of the writer. To do this, you can quote experts and/or show that you have read widely about the subject by referring to information gathered from scientific literature.Listening and Speaking CourseUnit Eight Left-handedness (2 periods)1.Listening to two passages about left-handedness2.Model Test—Listening (CET-4)3.Oral practicing: Pair Work---Reflections on difficulties facing left-handedpeople三、课程教学的基本要求根据教育部2004年颁发的《大学英语课程教学要求》，大学英语教学从对能力的要求上分为一般要求、较高要求和更高要求。
《大学英语3》教学大纲
《大学英语3》教学大纲大学英语3一、课程的性质和任务《大学英语3》是远程高等教育各专业必修的一门重要的公共基础课。
课文选材新颖、体裁多样，内容丰富有趣，并有一定的启发性。
该课程强调打好扎实的语言基本功，突出综合应用能力的提高。
学习课文时应从全篇内容着眼，并对一些常用词和词组的用法进行分析。
教材的课后练习旨在复习课文中的有关段落，增加就较复杂的事物进行提问的能力，巩固课文中所学常用词和词组的用法。
阅读材料丰富多彩，词汇练习注重复现，语法操练循序渐进，翻译训练实用全面，写作训练由浅入深，培养学生创造性地使用英语的能力。
二、课程内容、基本要求与学时分配基本内容：本学期共学习十二个单元。
教材的每一单元都由五个部分构成，即Text（课文），Extensive Reading（泛读），Writing（写作），Grammar（语法），Translation（翻译）。
课件则浓缩了教材上的内容，是学习的重点内容。
说明：建议在学习每课之前要浏览该课的生词和短语，然后通读课文并了解文章的大意，之后认真听讲课件，对文章进行细读。
掌握每课的重点单词、短语和句型，并通过课后练习复习巩固。
Unit 15学时Part One Text: How to Learn English EffectivelyNew Words and ExpressionsExercisePart Two Text A: English Language DevelopmentText B: Soon There Will Be No Such Thing as “Wrong English”Part Three Writing: 表示补充和递进的连词Part Four Grammar: 一般现在时与现在进行时Part Five Translation: 翻译的定义和性质基本要求：一、重点单词的背诵及使用: absorb, achieve, attend, comprehend, current, definitely, desire, diligence, effective, encouragement, enhance, especially, extensive, goal, improve, journey, lower, motivate, overnight, patient, priority, process, progress, puzzle, retain, review, single, tip, worsen二、对重点短语的掌握：as well, by no means, decide on, end up, every now and then, figure out, instead of, keep in mind, make sure, on the basis of, on one’s own, put ... into practice三、用表示补充和递进的连词进行英语写作四、掌握一般现在时与现在进行时五、学习翻译的基本常识Unit 2 5学时Part One Text: The Purpose of EducationNew Words and ExpressionsExercisePart Two Text A: The Importance of Lifelong LearningText B: The Most Significant TeacherPart Three Writing: 表示原因和结果的连词Part Four Grammar: 一般过去时、过去进行时和现在完成时Part Five Translation: 翻译标准基本要求：一、重点单词的背诵及使用: acquire, apparent, application, approach, aspiration, attain, bound, broaden, civilized, claim, conduct, consist, curiosity, foundation, gain, implant, innocent, interact, involve, moral, pave, practical, principle, proper, secondary, various, well-being,二、对重点短语的掌握：aim at doing sth., along with sb/sth., be responsible for, bring about, consist of, lay the foundation of, pave path for三、用表示原因和结果的连词进行英语写作四、掌握一般过去时、过去进行时和现在完成时五、了解翻译的标准Unit 3 5学时Part One Text: Human Interaction with the EnvironmentNew Words and ExpressionsExercisePart Two Text A: How Smoking Affects Our EnvironmentText B: The Woman with a Tiny Carbon Footprint Part Three Writing: 表示转折对比关系的连词Part Four Grammar: 一般将来时和将来进行时Part Five Translation: 翻译的过程基本要求：一、重点单词的背诵及使用: abstract, adapt, alter, capable, convenience, conserve, distinct, evolution, exploit, forbid, means, prey, promote, pose, sustainable, virtually, scale二、对重点短语的掌握：interact with, consist of, adapt to, on the one hand ... on the other hand, come into being, burn down, in contrast to三、用表示转折对比关系的连词进行英语写作四、掌握一般将来时和将来进行时五、了解翻译的过程Unit 4 5学时Part One Text: The Power of Positive ThinkingNew Words and ExpressionsExercisePart Two Text A: Take a Moment to Really SeeText B: The Benefits of OptimismPart Three Writing: 表示顺序关系的词Part Four Grammar: 过去完成时和将来完成时Part Five Translation: 直译和意译基本要求：一、重点单词的背诵及使用: admit, affect, anticipate, apply, approach, attitude, avoid, aware, broadcast, cause, common, conscious, display, favorable, focus, ignore, impression, iron, matter, mental, negative, outcome, persist, qualified, reject, release, replace, sense, shape, tense, worthy二、对重点短语的掌握：bring up, due to, in one way or another三、用表示顺序关系的词进行英语写作四、掌握过去完成时和将来完成时五、了解直译和意译Unit 5 5学时Part One Text: Abraham LincolnNew Words and ExpressionsExercisePart Two Text A: A Disabled PresidentText B: Put the Effort in Every DayPart Three Writing: 普通词汇与正式词汇的运用Part Four Grammar: 主动语态和被动语态Part Five Translation: 词汇的翻译基本要求：一、重点单词的背诵及使用: aid, comfort, crisis, conflict, defeat, declaration, drag, generous, humble, hatred, internal, obstacle, origin, performance, recall, rumor二、对重点短语的掌握：ahead of, devote to, drag on, earn a living, in pursuit of, in the hope of, prefer sth. to sth., say of三、区分普通词汇与正式词汇四、掌握主动语态和被动语态五、了解词汇的翻译Unit 6 5学时Part One Text: Tough LoveNew Words and ExpressionsExercisePart Two Text A: Parents Urged to Show Jobless Graduates Tough LoveText B: Learning to Let GoPart Three Writing: 四种基本句子结构Part Four Grammar: 主语从句和宾语从句Part Five Translation: 增词法基本要求：一、重点单词的背诵及使用: alive, celebration, confront, consequence, deny, disobey, embrace, feast, fortune, freedom, jealous, mercy, path, prevent, plead, restore, severe, share, strategy, wealthy, will, wisdom二、对重点短语的掌握：come across, leave for, run out, let go, on the contrary, stand by, bring about, follow through三、学习四种句式结构：简单句、并列句、复合句和复杂句四、掌握主语从句和宾语从句。
《大学英语III》教学大纲
《大学英语III》教学大纲一、课程名称：大学英语IIICollege English III二、课程编号：1520103三、学分学时：3学分/ 48学时四、使用教材：郑树棠等，《新视野大学英语读写教程3》，外语教学与研究出版社，2005秦秀白,《新世纪大学英语视听说教程》（第二版），上海外语教育出版社，2010五、课程属性：公共必修课/ 必修六、教学对象：非英语专业本科生七、开课单位：外国语学院大学英语部八、先修课程：大学英语I、大学英语II九、教学目标：全面培养英语综合应用能力，特别是听说能力综合文化素质和自主学习能力，使他们在毕业时具有与中国一流大学的大学生相适应的外语水平，在工作和社会交往中能使用英语有效地进行口头和书面的信息交流，满足我国社会发展的国际交流的需要。
十、课程要求：本课程采用问题探讨与课程讲授、主题讨论、自主学习等教学方式，实行互动教学，着力提高学生的词汇量，重点培养学生的英语听力、口语表达、书面表达、阅读理解以及实际运用能力。
因此，本课程要求学生课前必须预习教材的相关部分；课上主动参与讨论；课后按时完成布置的作业。
本课程教学环节的具体要求为：⏹一次课堂口头报告，要求提前一周做准备⏹四次以上主题作文⏹一次期中书面考试⏹一次期末书面考试⏹一次期末口语考试各种报告和作文，学生必须独立完成，遵守学术诚信原则。
如果发现抄袭等情况，将取消该项成绩。
十一、教学内容：本课程主要由以下内容组成：（理论教学28个学时＋自学12个学时）第一课The Expensive Fantasy of Lord Williams （4学时）⏹讨论要点：如何看待钱财；职务犯罪重点难点：suspicision, deputy, fantastic, considerate, substantial, furnish, notify, justify, inherit, commission, deposit, restore, raise a glass to, live out, fall upon dark days, stick by, capture one’s heart构词法：a./ad +Ved (past participle)句法结构：a./ad. + as + Subject +v.篇章结构：from general to specificl⏹教学方法：学生预习，教师结合多媒体进行课堂讲授，集中答疑，讨论，布置课后任务练习等。
大学英语口语四教学大纲-20141012
《大学英语口语(四)》课程教学大纲制定人：舒畅教学团队审核人：刘晓民开课学院审核人：李路课程名称：大学英语口语(四)／College English－Speaking Course IV课程代码：219412适用层次（本/专科）：本科学时：16学分：1讲课学时：16上机/实验等学时：0 考核方式：考查先修课程：大学英语口语（三）适用专业：各专业教材：《Let’s Talk 大学英语基础口语教程》第2、3册上海外语教育出版社2012主要参考书：1.刘晓民，张蓓. 《大学英语口语拓展教程》上册高等教育出版社 20122.张蓓、李欣、胡炜《工程师实用英语口语教程》上、下册自编教材3.郑树棠等《新视野大学英语视听说教程》 1-4册外语教学与研究出版社 2005一、本课程在课程体系中的定位大学英语口语是大学英语公共基础课的重要组成部分。
通过本课程学习提高学生英语口头表达能力，促进东西方文化交流，提高人文社会科学素养，使学生具有国际视野和跨文化的交流、竞争与合作能力，为学生在今后专业课程学习和工作中使用英语交流奠定基础。
二、教学目标1.培养学生的英语口头表达能力。
2.培养学生的批判性口头分析的能力。
3.培养学生交际能力和团队合作能力。
三、教学效果通过本课程的学习，学生可具备：1.能就日常生活情景进行比较流利的交谈。
2.能就社会生活中的热点话题进行分析讨论。
3.能比较流畅地表达自己的思想。
4.能做到英语语音基本准确、语调自然、语法结构多样。
5.熟悉英语国家的文化和生活习俗，并能够传播中国文化。
四、教学内容与教学效果对照表五、教学内容和基本要求）Topic 1 Fame教学内容：Famous people；how to became famous；Instant celebrities教学要求：To talk about famous peopleTo talk about how to became famousTo talk about the important qualities that help people succeedTo discuss advantages and disadvantages of being famousTo use new vocabulary to talk some instant celebrities重点难点：【本章重点】famous people【本章难点】discuss advantages and disadvantages of being famousTopic 2 Technology教学内容：inventions；inventors；教学要求：To talk about new inventions/inventorsTo talk about how does technology change our lifeTo discuss advantages and disadvantages of technologyTo create new inventionsTo discuss the importance of creativity in technology重点难点：【本章重点】new inventions/inventors【本章难点】discuss advantages and disadvantages of technologyTopic 3 Advertisement教学内容：types of advertisement；Functions of advertisementTo talk about types of advertisementTo talk about functions of advertisementTo talk about the basic elements of advertisementTo discuss advantages and disadvantages of advertisementTo create advertisement重点难点：【本章重点】types of advertisement【本章难点】discuss advantages and disadvantages of advertisementTopic 4 Mind and Body教学内容：Different lifestyles; health treatment; different mental diseases教学要求：To talk about types of lifestylesTo talk about healthy and unhealthy foodTo talk about different exercisesTo talk about different health treatmentsTo talk about different types of mental diseases and reasonsTo discuss how to solve the mental diseases重点难点：【本章重点】types of mental diseases【本章难点】To discuss how to solve the mental diseasesTopic5News教学内容：elements of news；Comments on news教学要求：To talk about elements of newsTo talk about ways of getting newsTo talk about favorite columns of news and reasonsTo talk about how to comment on news重点难点：【本章重点】To talk about elements of news【本章难点】How to comment on newsTopic 6Relationships教学内容：some ideas about marriagedescription of their standards in choosing future husband / wifeunderstand and appreciate the meaning and responsibility of a happy marriage.教学要求：To talk about wedding traditions in Chinese culture and Western cultureTo talk about understanding of marriageTo talk about future husband/ wifeTo talk about the major problems of marriage in ChinaTo talk about the reasons of these problems【本章重点】understanding of marriage【本章难点】description of their standards in choosing future husband / wifeTopic 7 Adventure教学内容：Outdoor activities；preparation for outdoor activities；advises on outdoor activities 教学要求：To talk about different kinds of outdoor activitiesTo talk about preparation for outdoor activitiesGive advises on various situationsTo talk about one of their experiences of outdoor activitiesTo organize an outdoor activity by themselves重点难点：【本章重点】outdoor activities【本章难点】Give advises on various situationsTopic 8 Self-improvement教学内容：First impression；how to become popular；relationship with roommates教学要求：To talk about first impressionTo talk about the importance of good first impressionTo talk about how to become popularGive advises on how to set up a good relationship with roommatesTo talk about their goals in the futureTo talk about how to realize their goals重点难点：【本章重点】To talk about how to become popular【本章难点】Give advises on how to set up a good relationship with roommates课时分配六、课程考核1.上课的基本要求（不迟到、早退、不无故缺课等）占20%。
大学英语口语课程教学大纲 (3)
大学英语口语课程教学大纲一、层次与学制：本科，四年制二、教学时数：134学时，第一、二、三、四学期开设；周学时2三、适用专业：非外语专业四、课程性质与任务本课程为一门重要的必修的基础技能课程，主要通过课堂口语实践，充分唤起学生学习英语的兴趣，使学生通过吸收丰富的预料，快速提高听说能力，深入了解各国文化和社会知识，训练学生用英语进行思考，有效培养他们的英语交际能力。
教师要根据我校应用型人才培养目标，对课程进行认真研究、深入挖掘，结合课程特点、教学内容和当前形势及现实生活，对学生进行人生观、世界观、价值观和思想道德品质教育，努力使学生在获得知识的同时学会做人的道理。
五、课程的目的与基本要求本课程的教学目的是通过大量的口语练习和实践，逐步培养和提高学生用英语进行口头交际的能力，同时帮助学生了解主要英语国家的文化和生活习俗。
通过本课程的学习，学生应能就日常生活中的一般情景进行恰当的交谈；能就社会生活中的一般性话题进行连贯的发言；能比较准确地表达自己的思想，做到语音准确、语调自然、语法基本正确，语言运用基本得体。
将语言技能、语言知识、文化意识等要素有机地结合起来，相互促进、循序渐进，帮助学生最终实现交际的目的。
本课程要求学生能够运用已掌握的词汇、句型和常用表达法，结合个人实际，较为流畅地就一些常见话题发表个人见解。
大多数学生应能通过本门课程的学习具备用英语介绍信息、发表意见等基本交际能力。
与此同时，本课程还将进一步强调学生的语言准确性和表达多样性，使他们逐步脱离母语的负面影响。
六、教材与教学参考书教材：《流畅英语口语教程》《Inside Out》第一、二、三、四册，Sue Kay & Vaughan Jones, Jon Hird，上海外语教育出版社（2007年4月）（特色教材）教学参考书：每册包括学生用书、教师用书、拓展练习册、video CD录像、CD－ROM多媒体光盘、测试光盘。
七、教学主要内容与学时分配第一学期：每周2学时，共14周，28学时，完成第一册的13个单元，其中讲授学时13学时，讨论训练学时6.5学时，习题课、测验学时6.5学时，期末考试2学时。
《大学英语口语三》课程教学大纲
《大学英语口语三》课程教学大纲一、课程基本信息1．课程编号：060Y06C2．课程类别：通识公共课3．课程性质：必修4．学时/学分：1/345．先修课程：6．适用专业：非艺体类本科各专业7．课程负责人核准人：xxx二、课程目标及学生应达到的能力2.1课程简介《大学英语口语三》是大一非艺体类本科生的英语口语技能实训通识必修课程，旨在通过多媒体辅助的互动交际教学和实训，通过情景化教、学，促进学生英语口语的输出强化训练，提高其一般水平英语口语的交际能力。
课程主要教学内容包括视、听情景语言输入、话题交流、教师主导的小组情景会话、专题讨论、演讲与论辩等。
该课程为大学英语口语四的先修课程。
2.2课程目标总目标：通过情景化的互动实训教、学，学生能逐渐熟练应用日常的交流语言，如接待、社交、问询等；能就特定的场合进行信息交流和咨询，如车站、邮局、商店、旅游等；能就一般的主题进行相应的交流，如节日、教育、职业、事件等。
知识目标：增量学习情景化的表达式，熟悉跨文化交际的情景知识，熟练已掌握的情景语言表达，增加复用词汇量。
素质目标：跨文化的交际意识和素养，培养情景交际场合适切的个体语言和行为涵养。
能力目标：能在国际化的情景中，进行一般的日常交流和信息咨询与沟通。
2.3课程目标与毕业要求的支撑关系注：任课教师依据课程情况具体调整目标项及权重三、课程教学内容与学时分配注：教师依据所选教材内容填写教学日历和具体教学内容，基本为2学时一个单元，围绕教材和现实语境资料情况安排教学。
四、课程教学方法借助多媒体信息手段，以视、听情景声、像输入辅助文本教材，设置交际情景，激活学生的情景记忆和交际语言；以学生主题陈述、情景训练、师生交际互动、角色参与、辩论等形式进行实训教学；以媒体的情景化、直观化和形象化，鼓励和引导学生在真实的语境中强化和巩固口语交际技能，结合综合英语学习，内化综合课堂教学内容。
五、课程的考核环节及课程目标达成度评价方式5.1课程的考核环节实训类课程重在能力、素养和技能的过程训练和学习，因此，过程中的形成性考核占50%，重点考核过程训练中的学勤、课堂参与及表现、课外辅助学习的展示、口语能力与交际行为方式等；终结性考核占50%，采用实践技能测试形式，两位口语测试教师一组，对2到3位同学在给定的情景中陈述、叙事、对话与交流。
大学英语口语教学大纲
附件五《大学英语口语》教学大纲一、课程的性质和特点本课程为考查课，配合大学英语及专业课程教学，使学生把握不同社会语境中经常使用的套语，通过形式多样的语言技术训练，能就日常生活中经常使用的话题用比较简单的英语准确地表达自己的思想，以达到在具体的社会语境中得体地利用语言的目的。
二、课程的目的和要求通过一个学期共72课时的教学，使学生在把握了低级英语口语的基础上进一步丰硕所把握的日常句型，能较熟练地进行一样英语会话，较顺利地用英语表达自己的思想，慢慢培育学生叙述、对话、交谈和讨论等方面的口语实际能力。
使学生通过功能句型、典型对话和大量的口头练习，能够具有较强的英语口语表达能力。
三、课时安排（共72学时）四、教学内容Unit OneAim:Require students to grasp different methods of self-introduction and introducing other people.First Days at UniversityI. Warm up.Work with your partner. Discuss which of the greetings are used in the first meting.⒈ Patterns and expressions1) Introducing oneself2) Introducing someone else2. Useful words and expressions1) Work together with your partner to complete the conversations.2) Work in groups of three. Introduce the other two to each other using the patters of Introducing Someone Else.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Develop each of the introductions into short conversations.2. Discuss the following questions.1) Which of the introductions are formal and which are informal?2) What are the possible situations to which they can be applied?IV. Class workIntroduce yourself to at least four people in the classroom.V. Assignment1. Work in groups of six. Make up a chain story according to the pictures, each student talking about one of the picture.2. Talk with three students at English Corner.Unit TwoAim:Require students to learn how to initiate a conversation and shift topics naturally.. Initiating a ConversationI. Warm up.Prepare a short speech to introduce yourself and your roommates based on the guidelines.⒈ Patterns and expressions1) Establishing points of common interest2) Asking polite questions2. Useful words and expressions1) Discuss with your partner and fill in the blanks with appropriate words or phrases according to the given sequence.2) Work with your partner to find a topic of common interest.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair workDivide the class into two teams. The first person from Team 1 gives a statement, and his counterpart from Team 2 offers an appropriate response. Then the second, the third … until all the members of both teams have finished. The teacher will be the judge.IV. Group workMove about in the classroom, and talk with at least three of your classmate. Try to shift your topics naturally in each conversation.V. Assignment1. Strike up a conversation with people on campus to seek some relevant information about the topics of the weather or the biggest shopping center in the city.2. Ask each other at least five questions about your families and respond as quickly as possible.Unit ThreeAim:Require students to learn how to ask for necessary information.Knowing Your CampusI. Warm up.Describe the location of the places on campus.⒈ Patterns and expressionsAsking for necessary information2. Useful words and expressions1) Work with your partner and complete the dialogues.2) Present your work to the class.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Extend Conversation 4 and 6 in the text as much as you can.2. Discuss the following questions.1) How to ask the way in a strange city?2) How to direct the way in English?IV. Class workRetell the story to the group, either as the policeman, the judge or the thief. V. AssignmentStory telling.Unit fourAim:Teach students how to congratulate.Happy BirthdayI. Warm up.Make a birthday party invitation.⒈ Patterns and expressionsTalking about a birthday2. Useful words and expressions1) Make up short dialogues using the expressions given in the chart.2) Work in groups of three. One is having his nineteenth birthday party. The other two are invited. Role-play a birthday party.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Have a report about your birthday celebration. The questions below may serve as guidelines.1) When is your birthday?2) What special food do you have on your birthday? Why?3) How did you celebrate your birthday at home?IV. Class workRead the passage and retell the story with your partner.V. Assignment1. Suppose you are going to take part in the birthday party of one of your friends. You are asked to prepare a short speech to be delivered at the party.2. Work out the riddles with your roommates and give an oral report to the class.Unit FiveAim:Require students to grasp how to make inquires and responses.Library and Self-studyI. Warm up.Give an oral introduction of the library to the class.⒈ Patterns and expressions1) Talking to a librarian2) Responses of the librarian2. Useful words and expressions1) Substitution drills2) Role playII. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Work in groups of four and discuss our learning habit that can be very constructive.2. Make a list about the bad habits of learning.IV. Class workLook at the pictures in the textbook and make a chain story with your partners. V. Assignment1. Discuss the question: “How can we get the most out of school?”2. Give an oral report on your study habit to the class.Unit SixAim:Ask students to grasp the expressions of food.MealsI. Warm up.Talk about the differences and similarities between Chinese food and Western food.⒈ Patterns and expressions1) At an eating place2) Inquires and responses2. Useful words and expressions1) Suppose you are eating with your partner in a restaurant. Make up a dialogue.2) Present your dialogue to the class.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Wok in pairs. One asks the questions, and the other gives answers.2. Retell each of the stories to the group based on the questions.IV. Class workDebate: Which is better, chopsticks or knives and forks?V. Assignment1. Work in groups of five. Each member chooses one of his favorite dishes, and tellsthe group how to cook it.Unit SevenAim:Require students to grasp how to see a doctor and expressions of medicine. Seeing a DoctorI. Warm up.Read the following sayings and explain their implications for medical care.⒈ Patterns and expressionsMeeting the doctor2. Useful words and expressions1) One student acts as a doctor and the other as a patient. Talk to each other using the patterns.2) Change the role.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Extend each of the conversations with more details.2. Present your work to the group and to the class.IV. Class workWork in groups of three. Make the story into a short play.V. Assignment1. Story telling: “I was ill”.2. Oral report.Unit EightAim:Students are required to describe recreational activities they like.Recreation and entertainmentI. Warm up.Name four recreational activities and exchange ideas with partners.⒈ Patterns and expressionsTalking about recreation and entertainment2. Useful words and expressionsPractice the patterns and expressions with one asking and the other answering till you are familiar with them.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Fill in the blanks with proper words and expressions.2. Name each of the things in the pictures.3. Make up a chain story.IV. Class workAsk questions about your partner’s likes and dislikes.V. AssignmentThink of somewhere that would be an ideal place to go on holiday. Introduce theplace to the class.2. Oral report.Unit NineAim:Require students to grasp how to make an appointment and suggestions.A Visit to the Foreign TeacherI. Warm up.Discuss the following questions in groups and report your story to the class.1) Have you ever talked with a foreigner?2) Have you ever visited any of the foreign teachers working in your university?⒈ Patterns and expressions1) Making appointments on the phone2) Making suggestions2. Useful words and expressionsComplete the following conversations, each with a different student in the class. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Practice the text conversations.2. Telephone one of your teachers and make an appointment with him.IV. Class workV. Assignment1. Make suggestions to your friends.2. Work out the riddles in your group.Unit TenAim:Learn good English study methods.English Learning StrategiesI. Warm up.Discuss the difficulties you have in learning English.⒈ Patterns and expressionsTalking about English learning2. Useful words and expressions1) Practice the patterns and expressions.2) Make up a dialogue about your personal experience of English learning. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair workPrepare a short speech about your success or failure in English learning. IV. Class workMake a chain story of the pictures in the textbook.V. Assignment2. English Corner: “How do you improve your oral English?”Unit ElevenAim:Students are required to grasp how to express surprise and responses. Back from HolidayI. Warm up.1) Talk about whatever interested and impressed you during the holiday.2) Present your work to the class.⒈ Patterns and expressions1) Seeing a friend after a long holiday2) Using strategic responses2. Useful words and expressionsComplete the short dialogues with proper strategic responses given. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Practice the text conversations.2. Ask each other questions about holiday experience.IV. Class workWork in groups of four and talk about the following topics:1) a family dinner3) taking a holiday jobV. Assignment1. A debate: “Traveling as the Ideal Way of Spending a Holiday”.2. A game.Unit TwelveAim:Require students to learn how to report news.News and issuesI. Warm up.Talk about at least four pieces of news or issues widely discussed in the media or on campus.1)What’s the news about?2)What’s your comment on it?⒈ Patterns and expressions1) Talking about good news2) Talking about bad news2. Useful words and expressionsHave at least three conversations about news and issues with different partners. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work2. Tell a piece of news about the latest development of telecommunications.IV. Class workDescribe the pictures to your partner and to the class.V. Assignment1. Listen, speak and write.2. Research and report:1) newspapers2) magazinesUnit ThirteenAim:Students are required to grasp the vocabulary on latest development in technology.I Like This MachineI. Warm up.Fill in the blanks with the information.⒈ Patterns and expressionsTalking about computers2. Useful words and expressionsMake up a conversation based on the patterns and expressions.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.1. Make up a list of trap words and phrases of your own.2. Give a min-lecture to the class.IV. Class workMake up a role play based on the pictures in the textbook.V. Assignment1. Think it over.2. A debate: “Will computers replace teachers in the future”.Unit FourteenAim:Students are required to introduce famous scenic spots in China. TravelingI. Warm up.Make a short speech to the class about your personal view of traveling.⒈ Patterns and expressionsTalking about traveling2. Useful words and expressionsAsk your partner the following questions:1)When was the last time you traveled by bus?2)Where did you go?3)Did you enjoy the bus trip? Why or why not?II. Text1. Read the dialogue aloud.III. Pair work1. Interview:1) Do you like traveling with friends or alone? Why?2) Which do you like best, traveling by road, by sea or by air? Why?2. Present your discussions to the class.IV. Class workTurn the story into a play and present it to the class.V. Assignment1. Respond properly.2. Make up s story according to the picture in the textbook.Unit FifteenAim:Require students to grasp the etiquette of table manners.Table MannersI. Warm up.3)Talk about the eating habits both in China and in western countries.⒈ Patterns and expressionsPolite requests and responses2. Useful words and expressionsOne uses body language to express the meaning of any word or expression. The other figures out the word or expression that matches the body language.II. TextDiscuss the taboos of eating manners you learned.IV. Class workDebate: “It is necessary to have taboos at the dinner table.”V. Assignment1. Group discussion: the differences between Chinese people and American people in treating their guests to dinner.2. Lecture: How to handle the table setting for western food?Unit sixteenAim:Require students to learn business forms in the western countries: corporation, partnership and sole proprietorship.Private Companies at the CrossroadsI. Warm up.Discuss what are the possible advantages and disadvantages of the family management system for a private company.⒈ Patterns and expressionsTalking about business2. Useful words and expressionsMake up a conversation about private business in china.II. Text1. Try to express the ideas in different ways.2. Tell the story to each other in the first person.IV. Class workFind something unreasonable in the pictures and present it to the class.V. Assignment1. Interview one or two owners of private businesses.2. Role playUnit SeventeenAim:Students are required to grasp the meanings of non-verbal communication.Non-verbal CommunicationI. Warm up.If you don’t know the language of a country, how would you express your ideas?⒈ Patterns and expressionsTalking about gestures.2. Useful words and expressionsDemonstrate a non-verbal signal, and ask your partner to guess the meaning of it. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.1. Discuss the following questions:1) What would it mean if the same gesture were to be made in Chinese culture?2) What would the gesture be like if the same meaning were to be expressed in Chinese culture?2. Facial expressions and emotions.IV. Class workDiscuss and decide who should be given the chance to board the lifeboat, a teacher or a policeman?V. Assignment1. Posture poses2. Make up s story based on the pictures in the textbook.ExaminationAim:Check whether the students have improved in oral English.。
《大学英语三》课程教学大纲.doc
《大学英语三》课程教学大纲课程代码：TB0503B课程名称：大学英语三英文名称：New Horizon College English III课程类别：通识教育必修课先修课程：大学英语一、二总学分/总学时：2/32理论学时/实验学时：32/16适用专业：非外语专业本科生考核方式：考试课程简介:大学外语教学是高等教育的一个重要组成部分，在人才培养方面具有不可替代的重要作用。
在全球化的今天，外语学习的意义已远超语言教育层面，外语类课程不仅培养学生的语言综合应用能力，同时提高学生人文素养，培养学生的国际视野，增强学生的综合竞争力，满足学生继续深造、工作就业等方面的需要，适应我国社会发展和国际交流的要求。
外语教育规划要立足国情区情，服务学校定位，服务国家战略及大学人才培养规划。
《大学英语教学指南》（以下简称《指南》）规定：大学英语教学的主要内容可分为通用英语、专业用途英语和跨文化交际三个部分，由此形成相应的三大类课程；大学英语课程由必修课、限定选修课和任意选修课组成；大学英语教学设定三个等级的教学目标：基础目标、发展目标和提高目标。
我校将根据实际情况，按照《指南》设置适合我校的大学英语课程体系及教学方案。
本大纲的教学对象是非英语专业B级的本科生，四个学期完成新视野大学英语（第三版）读写教程一至四册的学习，每个学期完成一册书的学习，同时在第一学年一二学期完成新视野大学英语（第三版）视听说教程第一、二册的学习。
二、课程目标本课程教学大纲在教学目标上分为基本目标、发展目标和提高目标。
本教材属于发展目标阶段，目标内容规定如下：1.推荐词汇量掌握的词汇量应达到约6395个单词和1200个词组（包括基本目标应该掌握的词汇），其中约2200个单词（包括一般要求应该掌握的积极词汇）为积极词汇。
2.语法巩固和加深全部己学的语法知识，熟悉应用基本的句型结构，并能对课文中相关的语法结构做出准确的分析。
3.听力理解能力能听懂英语谈话和讲座，能基本听懂题材熟悉、篇幅较长的英语广播和电视节目，语速为每分钟150^180词，能掌握其中心大意，抓住要点和相关细节。
英语口语课程教学大纲
《英语口语》课程教学大纲一、课程基本情况课程代码：1101219001课程名称（中/英文）：英语口语/Oral English课程类别：外语类通识拓展选修课程学分：2总学时：32理论学时：32实验/实践学时：0适用专业：四年制本科非英语专业（艺术、音乐专业除外）适用对象：四年制本科生先修课程：大学英语（1）、大学英语（2）教学环境：多媒体、网络开课学院：外国语学院二、课程简介1.课程任务与目的英语口语属于外语类通识拓展选修课程。
该课程围绕跨文化交际相关主题，以视听为输入材料的基础上，配以跟读、模仿、角色扮演、对话、讨论、演讲、口译等多种形式的口语练习活动和输出表达形式，通过课堂口语练习和实践，让学生理解单元课文内容并巩固语言点、知识点，充分唤起学生学习英语的兴趣，逐步培养学生用英语进行思考、用英语进行口头交际的意识。
此外，将积极开展课程思政教学改革，将价值引领融入课程任务与目的。
2.对接培养的岗位能力学习内容与现实生活相结合，同时融入语言知识、跨文化意识等要素，使学生深入了解主要英语国家的文化背景、生活习俗和社会知识，培养学生的语言运用能力和跨文化交际能力，为未来入职打下良好的语言基础。
要求学生课后讨论难度更深一层、与主题相关的话题，以发展其对主题内容进行深层次讨论的口语表达能力、创新能力和思辨能力，并最终培养基础理论扎实、具有较强学习能力、实践能力和职业素养的高素质应用型人才。
三、课程教学目标总目标坚持全面发展的育人观，注重学生通用能力和专业能力协同培养。
通过本课程的学习，使学生能够较为清楚、明确地表达个人见解、意见、情感、观点等，较为准确地陈述事实、事件、理由等，就日常生活中的一般情景与来自英语国家的人士进行简单会话，就所熟悉的话题经准备后作简短发言，就社会生活中的一般性或技术性话题进行简单讨论，用简练的语言概括篇幅适当、难度适中的文本或讲话，语音、语调、语法基本正确，语言运用基本得体。
知识目标以应用为目的，以实践为核心，以知识为主线，设计整个课程的教学过程，激发学生说英语的兴趣，培养学生口语表达能力。
大学英语口语教学大纲
附件五《大学英语口语》教学大纲一、课程的性质和特点本课程为考查课，配合大学英语及专业课程教学，使学生掌握不同社会语境中常用的套语，通过形式多样的语言技能训练，能就日常生活中常用的话题用比较简单的英语准确地表达自己的思想，以达到在具体的社会语境中得体地使用语言的目的。
二、课程的目的和要求经过一个学期共72课时的教学，使学生在掌握了初级英语口语的基础上进一步丰富所掌握的日常句型，能较熟练地进行一般英语会话，较顺利地用英语表达自己的思想，逐步培养学生叙述、对话、交谈和讨论等方面的口语实际能力。
使学生通过功能句型、典型对话以及大量的口头练习，能够具有较强的英语口语表达能力。
三、课时安排（共72学时）四、教学内容Unit OneAim:Require students to grasp different methods of self-introduction and introducing other people.First Days at UniversityI. Warm up.Work with your partner. Discuss which of the greetings are used in the first meting.⒈ Patterns and expressions1) Introducing oneself2) Introducing someone else2. Useful words and expressions1) Work together with your partner to complete the conversations.2) Work in groups of three. Introduce the other two to each other using the patters of Introducing Someone Else.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Develop each of the introductions into short conversations.2. Discuss the following questions.1) Which of the introductions are formal and which are informal?2) What are the possible situations to which they can be applied?IV. Class workIntroduce yourself to at least four people in the classroom.V. Assignment1. Work in groups of six. Make up a chain story according to the pictures, each student talking about one of the picture.2. Talk with three students at English Corner.Unit TwoAim:Require students to learn how to initiate a conversation and shift topics naturally..Initiating a ConversationI. Warm up.Prepare a short speech to introduce yourself and your roommates based on the guidelines.⒈ Patterns and expressions1) Establishing points of common interest2) Asking polite questions2. Useful words and expressions1) Discuss with your partner and fill in the blanks with appropriate words or phrases according to the given sequence.2) Work with your partner to find a topic of common interest.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair workDivide the class into two teams. The first person from Team 1 gives a statement, and his counterpart from Team 2 offers an appropriate response. Then the second, the third …until all the members of both teams have finished. The teacher will be the judge.IV. Group workMove about in the classroom, and talk with at least three of your classmate. Try to shift your topics naturally in each conversation.V. Assignment1. Strike up a conversation with people on campus to seek some relevant information about the topics of the weather or the biggest shopping center in2. Ask each other at least five questions about your families and respond as quickly as possible.Unit ThreeAim:Require students to learn how to ask for necessary information.Knowing Your CampusI. Warm up.Describe the location of the places on campus.⒈ Patterns and expressionsAsking for necessary information2. Useful words and expressions1) Work with your partner and complete the dialogues.2) Present your work to the class.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Extend Conversation 4 and 6 in the text as much as you can.2. Discuss the following questions.1) How to ask the way in a strange city?2) How to direct the way in English?IV. Class workRetell the story to the group, either as the policeman, the judge or the thief. V. AssignmentStory telling.Unit fourAim:Teach students how to congratulate.Happy BirthdayI. Warm up.Make a birthday party invitation.⒈ Patterns and expressionsTalking about a birthday2. Useful words and expressions1) Make up short dialogues using the expressions given in the chart.2) Work in groups of three. One is having his nineteenth birthday party. The other two are invited. Role-play a birthday party.1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Have a report about your birthday celebration. The questions below may serve as guidelines.1) When is your birthday?2) What special food do you have on your birthday? Why?3) How did you celebrate your birthday at home?IV. Class workRead the passage and retell the story with your partner.V. Assignment1. Suppose you are going to take part in the birthday party of one of your friends. You are asked to prepare a short speech to be delivered at the party.2. Work out the riddles with your roommates and give an oral report to the class.Unit FiveAim:Require students to grasp how to make inquires and responses.Library and Self-studyI. Warm up.Give an oral introduction of the library to the class.⒈ Patterns and expressions1) Talking to a librarian2) Responses of the librarian2. Useful words and expressions1) Substitution drills2) Role playII. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Work in groups of four and discuss our learning habit that can be very constructive.2. Make a list about the bad habits of learning.IV. Class workLook at the pictures in the textbook and make a chain story with your partners.V. Assignment1. Discuss the question: “How can we get the most out of school?”2. Give an oral report on your study habit to the class.Unit SixAim:Ask students to grasp the expressions of food.MealsI. Warm up.Talk about the differences and similarities between Chinese food and Western food.⒈ Patterns and expressions1) At an eating place2) Inquires and responses2. Useful words and expressions1) Suppose you are eating with your partner in a restaurant. Make up a dialogue.2) Present your dialogue to the class.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Wok in pairs. One asks the questions, and the other gives answers.2. Retell each of the stories to the group based on the questions.IV. Class workDebate: Which is better, chopsticks or knives and forks?V. Assignment1. Work in groups of five. Each member chooses one of his favorite dishes, and tells the group how to cook it.Unit SevenAim:Require students to grasp how to see a doctor and expressions of medicine. Seeing a DoctorI. Warm up.Read the following sayings and explain their implications for medical care.⒈ Patterns and expressionsMeeting the doctor2. Useful words and expressions1) One student acts as a doctor and the other as a patient. Talk to each other using the patterns.2) Change the role.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Extend each of the conversations with more details.2. Present your work to the group and to the class.IV. Class workWork in groups of three. Make the story into a short play.V. Assignment1. Story telling: “I was ill”.2. Oral report.Unit EightAim:Students are required to describe recreational activities they like. Recreation and entertainmentI. Warm up.Name four recreational activities and exchange ideas with partners.⒈ Patterns and expressionsTalking about recreation and entertainment2. Useful words and expressionsPractice the patterns and expressions with one asking and the other answering till you are familiar with them.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Fill in the blanks with proper words and expressions.2. Name each of the things in the pictures.3. Make up a chain story.IV. Class workAsk questions about your partner’s likes and dislikes.V. AssignmentThink of somewhere that would be an ideal place to go on holiday. Introduce the place to the class.2. Oral report.Unit NineAim:Require students to grasp how to make an appointment and suggestions.A Visit to the Foreign TeacherI. Warm up.Discuss the following questions in groups and report your story to the class.1) Have you ever talked with a foreigner?2) Have you ever visited any of the foreign teachers working in your university?⒈ Patterns and expressions1) Making appointments on the phone2) Making suggestions2. Useful words and expressionsComplete the following conversations, each with a different student in the class.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Practice the text conversations.2. Telephone one of your teachers and make an appointment with him.IV. Class workMake a chain story of the pictures in the textbook.V. Assignment1. Make suggestions to your friends.2. Work out the riddles in your group.Unit TenAim:Learn good English study methods.English Learning StrategiesI. Warm up.Discuss the difficulties you have in learning English.⒈ Patterns and expressionsTalking about English learning2. Useful words and expressions1) Practice the patterns and expressions.2) Make up a dialogue about your personal experience of English learning. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair workPrepare a short speech about your success or failure in English learning.IV. Class workMake a chain story of the pictures in the textbook.V. Assignment1. Interview2. English Corner: “How do you improve your oral English?”Unit ElevenAim:Students are required to grasp how to express surprise and responses. Back from HolidayI. Warm up.1) Talk about whatever interested and impressed you during the holiday.2) Present your work to the class.⒈ Patterns and expressions1) Seeing a friend after a long holiday2) Using strategic responses2. Useful words and expressionsComplete the short dialogues with proper strategic responses given.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Practice the text conversations.2. Ask each other questions about holiday experience.IV. Class workWork in groups of four and talk about the following topics:1) a family dinner2) helping with housework3) taking a holiday jobV. Assignment1. A debate: “Traveling as the Ideal Way of Spending a Holiday”.2. A game.Unit TwelveAim:Require students to learn how to report news.News and issuesI. Warm up.Talk about at least four pieces of news or issues widely discussed in the mediaor on campus.1)What’s the news about?2)What’s your comment on it?⒈ Patterns and expressions1) Talking about good news2) Talking about bad news2. Useful words and expressionsHave at least three conversations about news and issues with different partners.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Collect more information on cloning technology.2. Tell a piece of news about the latest development of telecommunications. IV. Class workDescribe the pictures to your partner and to the class.V. Assignment1. Listen, speak and write.2. Research and report:1) newspapers2) magazinesUnit ThirteenAim:Students are required to grasp the vocabulary on latest development in technology.I Like This MachineI. Warm up.Fill in the blanks with the information.⒈ Patterns and expressionsTalking about computers2. Useful words and expressionsMake up a conversation based on the patterns and expressions.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Make up a list of trap words and phrases of your own.2. Give a min-lecture to the class.IV. Class workMake up a role play based on the pictures in the textbook.V. Assignment1. Think it over.2. A debate: “Will computers replace teachers in the future”.Unit FourteenAim:Students are required to introduce famous scenic spots in China. TravelingI. Warm up.Make a short speech to the class about your personal view of traveling.⒈ Patterns and expressionsTalking about traveling2. Useful words and expressionsAsk your partner the following questions:1)When was the last time you traveled by bus?2)Where did you go?3)Did you enjoy the bus trip? Why or why not?II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Interview:1) Do you like traveling with friends or alone? Why?2) Which do you like best, traveling by road, by sea or by air? Why?2. Present your discussions to the class.IV. Class workTurn the story into a play and present it to the class.V. Assignment1. Respond properly.2. Make up s story according to the picture in the textbook.Unit FifteenAim:Require students to grasp the etiquette of table manners.Table MannersI. Warm up.3)Talk about the eating habits both in China and in western countries.⒈ Patterns and expressionsPolite requests and responses2. Useful words and expressionsOne uses body language to express the meaning of any word or expression. The other figures out the word or expression that matches the body language. II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair workDiscuss the taboos of eating manners you learned.IV. Class workDebate: “It is necessary to have taboos at the dinner table.”V. Assignment1. Group discussion: the differences between Chinese people and American people in treating their guests to dinner.2. Lecture: How to handle the table setting for western food?Unit sixteenAim:Require students to learn business forms in the western countries: corporation, partnership and sole proprietorship.Private Companies at the CrossroadsI. Warm up.Discuss what are the possible advantages and disadvantages of the family management system for a private company.⒈ Patterns and expressionsTalking about business2. Useful words and expressionsMake up a conversation about private business in china.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Try to express the ideas in different ways.2. Tell the story to each other in the first person.IV. Class workFind something unreasonable in the pictures and present it to the class.V. Assignment1. Interview one or two owners of private businesses.2. Role playUnit SeventeenAim:Students are required to grasp the meanings of non-verbal communication. Non-verbal CommunicationI. Warm up.If you don’t know the language of a country, how would you express your ideas?⒈ Patterns and expressionsTalking about gestures.2. Useful words and expressionsDemonstrate a non-verbal signal, and ask your partner to guess the meaning of it.II. Text1. Read the dialogue aloud.2. Make up a dialogue by using the phrases used in the text.III. Pair work1. Discuss the following questions:1) What would it mean if the same gesture were to be made in Chinese culture?2) What would the gesture be like if the same meaning were to be expressed in Chinese culture?2. Facial expressions and emotions.IV. Class workDiscuss and decide who should be given the chance to board the lifeboat, a teacher or a policeman?V. Assignment1. Posture poses2. Make up s story based on the pictures in the textbook.ExaminationAim:Check whether the students have improved in oral English.。
大学英语3教学大纲
《大学英语3》教学大纲一、课程简介1.课程的地位和作用大学英语教学是高等教育的一个有机组成部分，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3》是一门非英语专业大学生必修的基础课程，在整个课程体系链中起轴心的作用。
本课程的教学对象为高等学校非英语专业的本科生。
在入学时学生原则上掌握了1800个单词（其中复用式掌握1200个词汇）；而在大学英语基础阶段，要求学生掌握4800个单词（其中复用式掌握单词为2500个），以及由这些词构成的常用词组，并具有按基本构词法识别生词的能力。
《大学英语1》的教学目的是培养学生英语综合应用能力，使他们在今后工作和社会交往中能用英语有效地进行书面信息交流，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。
2.内容简介Book 3Unit 1 Ethnic IdentityUnit 2 Advice to YouthUnit 3 Love and CareUnit 4 Is Your Food Safe?Unit 5 The Gender-role RevolutionUnit 6 Love And MarriageUnit 7 AflluenzaUnit 8 The Road Ahead3.课程目标《大学英语3》的课程目标为：使学生达到《教学要求》中的一般要求，即“能基本读懂一般性题材的英文文章，阅读速度达到每分钟80词。
在快速阅读篇幅较长、难度略低的材料时，阅读速度达到每分钟120词。
能基本读懂国内英文报刊，掌握中心意思，理解主要事实和有关细节。
能读懂工作、生活中常见的应用文体的材料。
能在阅读中使用有效的阅读方法。
”其具体技能是：A 辨别和理解中心思想和重要细节①理解明确表达的概念或细节②理解隐含表达的概念或细节（如总结、判断、推论等）；通过判断句子的交际功能（如请求、拒绝、命令等）来理解文章意思③理解文章的中心思想（如找出能概括全文的要点等）④理解作者的观点和态度B 运用语言技能理解文章⑤理解词语（如根据上下文猜测词和短语的意思）⑥理解句间关系（如原因、结果、目的、比较等）⑦理解篇章（如运用词汇及语法承接手段来理解篇章各部分之间的关系）C 运用专门的阅读技能⑧略读文章，获取文章大意⑨查读文章，获取特定信息2）通过大学英语词汇的学习与训练，使大学生适应应用性人才国际化培养模式，熟练掌握英语工具，达到听懂国际课程及使用外文文献的目的，非外语专业本科学生英语词汇量达到7000左右单词或词组。
《大学英语3》教学大纲
《大学英语3》教学大纲一、课程目标通过本课程学习，使学生具备下列素养与能力：1.课程目标1：听力理解能力；（支撑毕业要求：沟通能力；跨文化交际能力）2.课程目标2：口语表达能力；（支撑毕业要求：沟通能力；跨文化交际能力）3.课程目标3：阅读理解能力；（支撑毕业要求：沟通能力；跨文化交际能力）4.课程目标4：书面表达能力；（支撑毕业要求：沟通能力；跨文化交际能力）5.课程目标5：翻译能力；（支撑毕业要求：沟通能力；跨文化交际能力）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1、读写课程教学内容读写课程讲授1）《新航标职业英语综合英语》1，《新航标职业英语综合英语》形成性评价手册1，周2课时。
Unit 1至Unit 4，共26学时。
2）大学英语四级考试分类讲解第四章内容作为课上精讲内容，共8学时。
Unit One ReceptionText A: Meeting Foreigners at an |AirportText B: Dealing with Foreign Visitors While Doing Business教学重点：（1）词汇与短语:schedule, immigration, rank, include, tasteful,ceremony, individual, distribute, brief, extend, adapt, ahead of time, make sure, on schedule, make an effort, get through,catch the eye, adapt oneself to, at one’s expense, check in, be satisfied with （2）语法知识：名词----可数名词与不可数名词英语中的名词按其所表示的事物性质不同，分为可数名词与不可数名词。
这两种名词在用法上是有区别的。
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《大学英语口语(三)》课程教学大纲制定人：杨媛媛教学团队审核人：刘晓民开课学院审核人：李路课程名称：大学英语口语(三)／College English－Speaking Course III课程代码：219411适用层次（本/专科）：本科学时：16 学分：1 讲课学时：16 上机/实验等学时：0 考核方式：考查先修课程：大学英语口语（二）适用专业：各专业教材：《Let’s Talk 大学英语基础口语教程》第2、3册上海外语教育出版社2012主要参考书：1.刘晓民，张蓓. 《大学英语口语拓展教程》下册高等教育出版社 20122.张蓓、李欣、胡炜《工程师实用英语口语教程》上、下册自编教材3.郑树棠等《新视野大学英语视听说教程》 1-4册外语教学与研究出版社 2005一、本课程在课程体系中的定位大学英语口语是大学英语公共基础课的重要组成部分。
通过本课程学习提高学生英语口头表达能力，提高人文社会科学素养，使学生具有国际视野和跨文化的交流、竞争与合作能力，为学生在今后专业课程学习和工作中使用英语交流奠定基础。
二、教学目标1.培养学生的英语口头表达能力。
2.培养学生的跨文化交际能力。
3.培养学生交际能力和团队合作能力。
三、教学效果通过本课程的学习，学生可具备：1.能就日常生活中的熟悉话题进行交流。
2.能就社会生活中问题发表个人观点。
3.能恰当使用话语交际策略。
4.能做到英语语音基本准确、语调自然、语法基本正确，语言基本得体。
5.了解主要英语国家的文化。
四、教学内容与教学效果对照表五、教学内容和基本要求Topic 1 Inventions and gadgets教学内容：Gadgets and everyday items；uses and features of gadgets教学要求：To talk about different gadgets and electronic products and their uses;To talk about the importance of different gadgets and products in people’s lives;To understand people discussing electronic products;To talk about features of electronic products;To talk about the usefulness of everyday things;To practice describing inventions and gadgets;重点难点：【本章重点】gadgets and everyday items【本章难点】describing inventions and gadgetsTopic 2 News and current events教学内容：events in the news; human-interest stories; news reports教学要求：To talk about events in the news;To talk about human-interest stories;To understand news reports;To talk about different news sources and the kinds of information that people find interesting; To talk about recent stories in the news;To work cooperatively and creatively to make up a story;重点难点：【本章重点】news reports【本章难点】discuss a current eventsTopic3 City life教学内容：city life; country life; international cities教学要求：To talk about different aspects of urban living;To discuss personal preferences for places to live;To compare life in a city and in a small town;To understand people talking about three international cities;To talk about city and country features;To describe two other international cities;重点难点：【本章重点】city life; international cities【本章难点】using new vocabulary to talk about international citiesTopic4 The past教学内容：childhood memories; historical places and events教学要求：To discuss how someone has changed;To discuss childhood memories;To compare life in the past and in the present;To listen to people talking about memories;To learn and talk about some famous historical tourist sites;To talk about historical events;重点难点：【本章重点】life in the past【本章难点】talking about memories and historical eventsTopic5 Getting acquainted教学内容：greetings; building relationships教学要求：To learn ways of greeting people and starting conversations;To understand conversational techniques;To discuss attitudes toward problem-solving;To work together to discuss ways to build and maintain social relationships;To work together to solve different kinds of puzzles and problems;重点难点：【本章重点】successful conversations【本章难点】solve different kinds of puzzles and problems designed to help students build good working relationshipsTopic6 Expressing yourself教学内容：self-expression and communication; feelings and gestures教学要求：To learn vocabulary for emotions;To understand people talking about their feelings;To talk about feelings;To reassure and advise people;To talk about meanings of facial expressions and common gestures;重点难点：【本章重点】feelings and emotions【本章难点】conversation of friends discussing their feelingsTopic7 Crime and punishment教学内容：crimes and punishments; real crimes and fictional crimes; crime movies 教学要求：To talk about different crimes and appropriate punishments;To compare attitudes and opinions about crime;To talk about amusing crime stories;To understand people telling amusing crime stories;To understand people talking about crime movies;To working on solving a crime with a clue重点难点：【本章重点】real crimes and fictional crimes【本章难点】technical terms concerning crimes and punishmentsTopic8Education and learning教学内容：school experiences; educational systems in the US; famous universities 教学要求：To understand people describing their high school days;To compare high school experiences and university expriences;To talk about university rule, policies and customs;To learn and understand educational systems in the U.S;To learn and talk about famous universities in the world;重点难点：【本章重点】university exprience ; educational systems in the US【本章难点】expressions concerning educational systems in the US六、课时分配七、课程考核1.上课的基本要求（不迟到、早退、不无故缺课等）占20%。
2.课堂表现20%3.过程考核20%。