大学英语2授课计划

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2024年大学英语学习计划(二篇)

2024年大学英语学习计划明确你的学习目的你为什么要学习英语？是将来打算出国留学还是想找一份体面的工作？或者仅仅为了能更流畅的和外国朋友进行交流？明确你学习英语的目的是建立英语学习计划的第一步。

有了明确的学习目的，你就能制定更清晰的学习计划。

有了一个明确的目的，能让你更加容易体会到学习的进步，当你缺乏能量时也能为你提供源源不断的巨大动力。

英语水平测评明确了英语学习目标之后，就需要了解自己的英语处于哪一个等级，并找出你的优势和弱项。

优加国际教育有专门的英语评测，可以较为准确的评估孩子的英语水平并制定相应的英语学习计划，学员会更明确知道自己是口语表达比较薄弱，还是阅读写作需要花费更多时间，以便更有针对性的进行下一步的英语培训学习。

课程设置现在你已经有了明确的学习目的，并且知道自己哪方面需要加强，接下来就需要选择合适的班级了。

优加国际教育常规课程是安排晚上上课，周末全天上课，这就需要根据你的时间来选择合适的班级。

如果你学习的目的是跟外国朋友交流，并且已经知道你的弱项是听力，那在选择班型的时候就应该侧重于听力练习，适当减少说、读、写方面的比例。

寻找合适的学习教材优加国际教育的教材和教学软件是原版引进国外各大出版社优秀语言教材和教辅资料，我们的教材和教学软件都是紧扣语言学习的基本规律，让学员能以最合理和合适的方法进行语言学习。

另外，互联网也是一个巨大的获取英语学习资料来源。

但一定要选择正规、整洁、清晰的网站，也可以阅读相关英文报道或者英文原声电影。

跟踪学习进度在开始每一周、每一个月的学习前制定一个学习目标，并随时跟踪你的学习进度。

例如：“iwillm asterthepresent-perfecttense”or“iwilllearn20sportenglishidioms”。

并在你所制定的期限到来之前做一个测试，确保能完成预订的目标。

把大的目标划分为几个小目标并同步进行测试也是达成学习目标的一个很好的办法。

英语教学计划范文之二

英语教学计划范文之二
教学目标:
1. 能够掌握基本的英语语法知识，包括时态、语态、从句等。

2. 能够运用所学知识进行简单的英语口语交流。

3. 能够理解基本的英语文章或对话内容。

4. 在听力、口语、阅读、写作四项能力中取得较好的进步。

教学内容：
1. 英语基础语法知识的系统学习和巩固。

2. 日常生活中常用的英语口语表达。

3. 听力训练和口语练习，提高口语流利度和准确性。

4. 阅读文章和对话，培养理解能力和阅读速度。

5. 书面英语写作训练，包括写作文、情景对话等。

教学方法：
1. 任务型教学法，通过实际情景演练和练习，提高学生的听、说、读、写技能。

2. 以学生为主体，注重学生参与和互动，激发学生学习的兴趣和动力。

3. 结合课外实践活动，如英语角、英语演讲比赛等，增强学生的实际运用能力。

4. 多媒体辅助教学，利用音频、视频等多种形式来加深学生对英语知识的理解和记忆。

评估方法：
1. 定期组织口语测试和笔试，评估学生的听说读写能力。

2. 在课堂上进行互动讨论和小组合作活动，评价学生的参与度和表现。

3. 鼓励学生主动参与实践活动，评估学生在实践中的表现和进步。

4. 定期组织英语综合能力测试，检验学生的整体英语水平和进步情况。

反馈与调整：
1. 定期对学生的学习情况进行跟踪和反馈，及时解决学生学习中出现的问题。

2. 根据学生的反馈意见和实际情况，及时调整教学内容和方法，使教学更加贴近学生需求。

3. 鼓励学生提出建议和意见，促进教学和学习的良性循环。

南京大学外国语学院课程表

号课程号课程名类型准出类型开课院系分时人数人数1 00000020 思想道德修养与法律基础通修普通必选政府学院32 602 00000040 中国近现代史纲要通修普通必选历史2 2 603 00000050B 形势与政策（下）通修普通必选外院1 1 604 00050010 军事理论与军事高科技通修普通必选人武部2 2 605 00060010 大学语文平台准出必选中文2 2 606 00040010B 体育（二）通修普通必选体育1 2 607 10000010A 外国文化通论(一) 平台准出必选外院2 2 60 18 陈民等8 10010010B 英美散文选读核心准出必选外院4 4 60 18 张瑛、王凌、张翼(各一班)9 10010040B 基础英语写作核心准出必选外院2 2 60 18 Nat (A) 俞希（B）Aaron（C）10 10010130 文学通论核心准出必选外院2 2 60 18 但汉松、徐蕾（各一班）11 10080020 英美戏剧欣赏与实践选修普通可选外院1 2 30 6 Ryan12 10080030 演讲与辩论选修普通可选外院1 2 30 6 Aaron13 10080050B 英语文化选读(二) 选修普通可选外院1 2 30 6 高虹14 10080060B 英语文化听力(二) 选修普通可选外院1 2 30 6 高虹15 10080070B 英语口语交际(二) 选修普通可选外院1 2 30 6 Ryan(A) Tony(B)16 10080280A 文学专题研究(一) 选修普通可选外院2 2 20 4 范浩17 10081860 女性成长小说选修普通可选外院2 2 20 4 方红备注：英语口语交际、英语文化选读、英语文化听力三门课程除通过考核的同学外，其他同学建议选修；英美戏剧欣赏与实践、演讲与辩论两门课程的选修和上学期对调。

星课期节程次一二三四五1 2 英语文化选读仙1408英语文化听力仙1526文学通论A仙1514B仙1515英美散文选读A仙1504B仙1505C仙1506演讲与辩论仙15023 4 英语口语交际A仙1503B仙1511英美散文选读A仙1504B仙1505C仙1506基础英语写作B仙1515文学专题研究仙1506女性成长小说仙15115 6 英美戏剧欣赏与实践仙1502基础英语写作A仙1502C仙1503体育中国近现代史纲要仙2406思想道德修养与法律基础仙22127 8 外国文化通论仙2207形势与政策（单）仙1320大学语文逸B2079 10 军事理论与军事高科技环科楼B111号课程号课程名类型准出类型开课院系分时人数人数1 00000010 马克思主义基本原理概论通修普通必选政府学院32602 00040010D 体育（四）通修普通必选体育12603 10010020B 英美散文评析核心准出必选外院4460 18 高前、范浩、陈星（各一班）4 10010050B 英语修辞与写作核心准出必选外院2260 18王艳（A）、Aaron(B)Nat(C)5 10010070 英汉翻译核心准出必选外院2260 18 仇蓓玲（A）、高虹（BC）6 10010140 语言学概论核心准出必选外院2260 18 徐昉、张翼（各一班）7 10010150 翻译导论核心准出必选外院2260 18 柯平8 10010170 美国社会与文化核心准出必选外院2260 18 江宁康9 10010190A 二外日语(一) 核心准出必选外院3420 6 日语研究生10 10010200A 二外法语(一) 核心准出必选外院3420 6 法语研究生11 10010210A 二外德语(一) 核心准出必选外院3420 6 德语研究生12 10080060D 英语文化听力(四) 选修普通可选外院1230 6 俞希13 10080070D 英语口语交际(四) 选修普通可选外院1230 6 Tony(A)Nat (B)14 10080140 英语测试选修普通可选外院1260 12 高虹15 10080330 组织行为学选修普通可选外院2230 6 张宁军16 10080340 微观经济学选修普通可选外院2230 6 张捷17 10080050D 英语文化选读(四) 选修普通可选外院1230 6 王艳18 10080290A 文化专题研究（一）选修普通可选外院2220 4 丁言仁备注：“微观经济学”和“组织行为学”为商务方向的核心课程，有意向选择国际商务方向的同学必须选修。

英语教师第二课堂工作计划

英语教师第二课堂工作计划
1. 通过课外阅读提高学生的英语阅读能力，鼓励学生多读英语读物。

2. 利用英语角营造实际语言运用的情境，帮助学生提高口语表达能力。

3. 组织学生参加英语角色扮演活动，培养他们的英语表达能力和情景交际能力。

4. 设立小组合作学习项目，鼓励学生与同伴合作，共同完成英语学习任务。

5. 引导学生使用英语学习平台，拓展他们的英语学习资源，提高学习兴趣和学习效果。

6. 开展英语学科竞赛活动，激发学生学习英语的热情，提高他们的学科竞赛能力。

7. 创设英语实践活动，如英语戏剧表演、英文报告演讲等，提高学生的英语实际运用能力。

8. 引导学生主动参与课外英语学习小组，促进他们在课外持续学习英语的动力和积极性。

南京大学新闻传播学院课程表

⒔ 名栏目进课堂
选1
⒕ 应用统计基础
选2
⒖ 传媒文化研究理论与实践选 2
⒗ 国际新闻
选2
⒘ 西方文化史
选2
⒙ 中外经典新闻作品选读选 2
周学时
合讲实计课验
22 22 22 11 33 33 44 22 22 22 22 22 11 22 22 22 22 22
修合班上课读人专业及人数年级数
任课教师
备注课程编号
48 13本科 103 曹永红
4-3.4 00000010
48 0
0*
2-3.4 00040010D
48 13本科 13记者 145 温乃楠
2-1.2 05000080
48 0
0
0 2-9.10d 05010360B
48 13广电 70 王辰瑶
2-5.6.7 05010430B
51 12广电
5
新媒体广告广告媒介策划
消费者行为学
6
仙Ⅱ-312
仙Ⅱ-315
仙Ⅱ-304
仙Ⅱ-315
7 传媒文化研究理论与实践
8
仙Ⅱ-315
9
10
广告心理学
马克思主义基本原理
逸B-410
仙Ⅱ-315
注：本学期上课起讫时间：自 3月 2日至6月21日 (共16周) 本学期考试起讫时间：自 6月22日至7月 5日 (共 2周)
选2
⒔ 广告媒介策划
选2
⒕ 应用统计基础
选2
⒖ 社会研究方法（二）选 2
⒗ 受众研究
选2
⒘ 传媒文化研究理论与实践选 2
周学时
合讲实计课验
22 22 22 22 22 22 22 22 22 33 22 22 22 22 22 22 22

大学英语课程学习计划书

大学英语课程学习计划书I. IntroductionEnglish is one of the most widely spoken languages in the world. It is the official language of many countries and is used as a second language in many others. Therefore, mastering the English language is important for communication, education, and career opportunities. In this study plan, I will outline my approach to studying the English language during my college years.II. Goals and ObjectivesMy goals for studying English in college include improving my speaking, listening, reading, and writing skills, as well as expanding my vocabulary and understanding of grammar rules.I also hope to gain a deeper appreciation for English literature and culture. Additionally, I aim to achieve a high level of proficiency in English so that I can use it effectively in my future career.III. Study Materials and ResourcesI plan to use a variety of materials and resources to enhance my English language skills. These include textbooks, online courses, language apps, audio and video materials, and literature works. I will also make use of language learning websites, English language exchange programs, and conversation partners to practice speaking and listening.IV. Study ScheduleI will divide my study time into four main areas: speaking, listening, reading, and writing. Each week, I will allocate specific time for each area, as well as review sessions, to ensure balanced improvement in all aspects of the language.- Speaking: I will practice speaking English by participating in language exchange activities, attending conversation clubs, and speaking with native English speakers. I will also give presentations and participate in debates to improve my public speaking skills.- Listening: I will improve my listening skills by watching English movies, TV shows, and TED talks, as well as listening to English podcasts, news broadcasts, and music. I will also take note of the different accents and dialects used by English speakers.- Reading: I will read a variety of English books, newspapers, magazines, and online articles to improve my comprehension skills. I will also explore different genres of literature, including fiction, non-fiction, poetry, and plays.- Writing: I will practice writing in English by keeping a journal, writing essays, and composing emails, reports, and other forms of professional communication. I will also seek feedback from teachers and peers to improve my writing style and grammar.V. Assessment and FeedbackTo track my progress, I will regularly take quizzes, exams, and writing assignments. I will also seek feedback from instructors, peers, and language exchange partners. This will help me identify areas for improvement and adjust my study plan accordingly.VI. Extracurricular ActivitiesI plan to participate in extracurricular activities that will further enrich my understanding of the English language and culture. These include attending English language workshops, cultural events, and literary festivals. I will also consider joining English language clubs, drama groups, and volunteering opportunities that involve English communication.VII. Long-term GoalsIn the long term, I hope to achieve a high level of proficiency in the English language, as well as gain a deep understanding and appreciation for English literature and culture. I plan to use my English language skills in my future career, which may involve international communication, translation, or education. I also hope to continue using English in my personal life, such as traveling to English-speaking countries and forming friendships with English speakers.In conclusion, studying English in college is a vital part of my education and personal development. By following this study plan, I am confident that I will achieve my goals and become proficient in the English language. I look forward to the journey of language learning and the opportunities it will bring.。

大学英语II (文科)教学大纲

大学英语II （文科）教学大纲一、基本信息中文名称：大学英语Ⅱ英文名称：College English II课程编码：1610102A学时数：64学分：3.5适用专业：各文科专业(不包括外语专业)教学周数：16周开设学期：第二学期二、课程的性质、目的和任务《大学英语Ⅱ》是学生进入高校接受高等教育第一年第二学期的一门英语课程、《大学英语》系列课程的基础课程，属于通识必修课程。

通过本课程的学习，学生要在《大学英语I》学习的基础上，培养系统的阅读技能和听力技能，并能够熟练运用，熟悉各种题材的文章，初步了解英语文化，并紧密结合中国优秀传统文化资源，以及中国人民改革创新的先进事迹，提高认知能力，增强认识问题、解决问题的能力，具备各种体裁的写作能力，强化大学英语学习观念，为今后的英语学习打下坚实的基础。

在提高语言技能的同时增强学生自主学习的意识和能力，强化终身学习的理念，提高综合文化素养，培养学生的国际化视野、创新意识，以适应我国社会发展和国际交流的需要。

三、教学的基本要求经过本学期的学习，学生应能达到下列要求：1、听力理解能力：能听懂英语授课、慢速英语节目，能够基本听懂某个话题的讲座，并能够做笔记，掌握其中心大意，抓住要点。

2、口语表达能力：能在学习过程中用简单的英语交流，并就某一主题进行简单的讨论;反应敏捷，语言组织得当，语言、语调基本正确。

3、阅读理解能力：阅读速度达到120wpm，能够阅读各种题材并具有一定难度的文章，准确率为80%，能在阅读中使用有效的阅读方法。

4、写作能力：能够依照要求或根据自己的感想在30分钟内就各种题材写出150词的短文，做到内容完整、语法正确、条理清晰、句子连贯并有一定复杂性。

5、翻译能力：能够翻译有一定难度的英语文章段落，速度为每小时300词。

翻译题材比较熟悉的汉语文章段落，速度为每小时250—300个汉字。

6、推荐词汇量：新增词汇1000个，累计词汇达到5000—5500个，词组达到1200—1400个，其中积极词汇达到3000个。

大学英语教学计划

大学英语教学计划一、引言大学英语教学计划是指在大学英语教学过程中，为学生制定的一项有计划、有目标、有组织、有步骤的教学安排。

它在培养学生英语语言能力的同时，要注重学生的综合素质培养，以满足不同层次学生的需求。

二、英语教学目标的制定英语教学目标的制定是大学英语教学计划的核心内容。

首先，教师需确定学生的英语水平和学科需求，制定相应的目标和要求。

例如，初级学生的目标可能是掌握基本的日常用语和语法知识；高级学生的目标则可能是熟练运用英语进行学术研究和交流。

三、教学大纲的编写教学大纲是大学英语教学计划的基础，它详细规定了教学内容、教学时数、教学方法等。

在编写教学大纲时，应根据教材的特点和学生实际情况，合理安排各个知识点和技能的讲解顺序，并注重理论与实践的结合。

四、教学资源的准备教学资源的准备包括教材的选择、教辅材料的准备、多媒体设备的运用等。

教师应根据教学大纲的要求，选择适合学生学习的教材，并有针对性地准备与教材相匹配的教辅材料，以提供更全面的学习资源。

五、教学方法的选择教学方法的选择应根据学生的英语能力、学科需求和教学目标。

应该注重启发式教学、合作学习、任务驱动教学等方法的运用，以提高学生的学习效果和培养学生的自主学习能力。

六、教学评估的方法教学评估是指对学生英语学习过程和学习成果进行评价和监控。

教师应该灵活运用各种评估方法，如小组讨论、作业批改、口头测试等，综合评价学生的听、说、读、写能力和综合运用能力。

七、教学实施的环境创设教学实施的环境创设是指为学生提供良好的学习氛围和学习条件，包括教室环境、课堂布置和课程设置等。

教师应营造积极向上的课堂氛围，引导学生主动参与学习。

八、学生自主学习的引导学生自主学习是大学英语教学计划的一个重要目标。

教师应引导学生积极参与课外阅读、听力训练、写作练习等学习活动，培养学生的自主学习能力和问题解决能力。

九、教师团队建设教师团队的建设是提高教学质量的关键。

学校应加强对教师的培训和交流，提高教师的教学水平和教学创新能力。

新视野大学英语第三版第二册Unit2教案

Book 2 Unit 2 A The Humanities: Out of Date?教学重点：1.To talk about significance of the humanities and major choosing2.Reading skill: getting the topic sentence in each paragragh3.Listening still: getting the required information by identifying the signial words4.Master the key language points and grammatical structures in the text教学难点：1.Application of the phrases and patterns2.Oral practice in class: list the reasons for major-choosing3.How to idnetify the signial words in Listening4.Writing paragraphs with the structure ----cause+effect+reasons教学过程：Task 11). for students: group discussion and representationQuestion:How do you think of your current major? If you were given a second chance to choose your major, what would you select and why?Tips:---If I were given a second chance to choos e my major, I would choose …•accounting, computer science, psychology,•ci vil engineering, philosophy, medical technology …•popular, interesting, enjoyable, promising,practical, meaningful, beneficial, well-paid …2). for teachersBackground knowledge: The humanitiesThe humanities are a group of academic disciplines that study the human condition, using methods that are primarily analytical, critical, or speculative.Therefore, they are distinguished from the approaches of the natural sciences.Today, humanistic knowledge continues to provide the ideal foundation for exploring and understanding the human experience.Task 2: Text Learning and Discussion1) For students: Discussion in class:Question:: group discussionWhat liberal arts / humanities courses do you learn in college? Do you think theyare necessary for your education?Tips: I learn Chinese, English, philosophy, psychology, history … in college. I think they are an essential part of the college education and benefit me a lot.--gain more insight in life and society--- better understand and predict human behavior--realize different interpretations of life and history- - understand the past which has created the present-- be aware of cultural and religious differences2) For teachers:Text structure analysis and text learningThe passage can be roughly divided into three parts:Part I Introduction (Paras. 1-5) covers five paragraphs, which introduces the background information to the argument. -- Why college students tend to move away from the humanities to “hard skills”.Part II Argumentation (Para. 6—9) presents the advantages of studying the humanities.Part III Conclusion (Para. 10) summarizes the main idea stated in the arguments.Task 3: Detailed studies of the text and sentence structureFor students:1) making sentence by using the given words, such asmajor in,in succession, be bound to, speculate aboutinvest sb with sthbe liable to boost one’s prospects2) try to translate some sentence in classEg: … a college education is more and more seen as a means for economic betterment rather than a means for human betterment. (Line 3, Para.2)大学教育越来越被看成是改善经济而不是提升人类自身的手段。

大学英语二课程教学进度计划

6.Cloze
7.Translation
8.Check the answer of Reading Activity
8. Check the answer of Reading Activity
1.Paragraph Writing
2.Review of Unit Four
11
第13周
4
Practice and grammar exercise for CET
2.Let the students keep in mind and make proper use of words and phrases.
1. Oral Discussion: the greatest difference between men and women.
2. Translation Activity:
2.New words and phrases.
Oral discussion: What kind of a person do you want to have as your future boss?
Translation activity:
Translate 8 Chinese sentences into English.
3.Teach the students how to appreciate a poem
1. Oral Discussion: Who is the Chinese political leader you admire most? Why?
2. Translation Activity:
Translate 8 Chinese sentences into English.

英语选修二教学工作计划

英语选修二教学工作计划Course: English Language and Literature (Selected)Class: Senior Grade 2Duration: One semesterI. Teaching Objectives1. Knowledge and SkillsBy the end of this semester, students should be able to:- Understand and appreciate selected English literary works from different periods- Recognize and analyze literary devices and themes in the selected works- Use appropriate vocabulary and language structures to express their understanding and interpretation of the texts- Write critical essays and responses to the literary works, demonstrating their critical thinking and language proficiency2. Attitudes and ValuesBy the end of this semester, students should:- Appreciate the beauty and power of literature- Cultivate a critical and analytical mindset towards the texts- Develop a sense of empathy and understanding towards different cultures and historical contexts represented in the selected worksII. Teaching Content1. Literary WorksThe literary works selected for this semester include:- A selection of Shakespeare’s sonnets- A play by William Shakespeare (e.g. Romeo and Juliet, Macbeth, Othello)- A novel by a contemporary English author (e.g. Ian McEwan, Zadie Smith, Kazuo Ishiguro) - A selection of modern and contemporary English poetry2. Literary Devices and Themes- Analysis and interpretation of literary devices (e.g. imagery, metaphor, symbol, etc.) in the selected works- Exploration of various themes (e.g. love and death in Shakespeare’s sonnets, power and ambition in Macbeth, identity and memory in contemporary novels)3. Language Skills- Vocabulary: Key vocabulary from the selected literary works- Reading: Close reading and interpretation of the texts- Writing: Composing critical essays and responses to the literary works- Speaking and listening: Discussion and presentation of the literary works, as well as peer feedback and critique4. Cultural and Historical Context- Understanding the cultural and historical background of the selected works- Relating the literary texts to the social and historical context of their creationIII. Teaching Methods1. Lecture and ExplanationThe teacher will introduce the literary works, literary devices, and themes through lectures and explanations, providing students with the necessary background knowledge and analytical framework.2. Group Discussion and PresentationStudents will engage in group discussions, analyzing the texts and sharing their interpretations with their peers. They will also be required to make presentations on specific topics related to the literary works.3. Reading and WritingStudents will be assigned reading tasks and writing assignments, including critical essays, creative responses, and reflective journals.4. Multimedia and TechnologyThe teacher will incorporate multimedia resources and technology to enhance students’ understanding of the literary works, such as audio recordings of the texts, video clips, and online research.IV. Teaching Strategies1. Differentiated Instruction- The teacher will provide different levels of support and challenge for students with varying abilities, so as to cater to their individual learning needs.2. Scaffolding- The teacher will gradually release responsibility to the students, providing structured guidance before allowing them to apply their knowledge and skills independently.3. Encouraging Critical Thinking- Students will be encouraged to question and analyze the texts, developing their critical thinking skills through open-ended discussions and activities.4. Formative Assessment- The teacher will use a variety of formative assessment methods, such as quizzes, class discussions, and written assignments, to monitor students’ progress and provide timely feedback.V. Teaching Evaluation1. Formative Assessment- Teacher observations during class discussions and activities- Written assignments, including critical essays, creative responses, and reflective journals - Peer evaluations and feedback2. Summative Assessment- Mid-term and final examinations, including multiple-choice questions and essay questions - Presentation of a research project related to one of the selected literary works- Overall performance in class participation and engagementVI. Teaching Materials1. Textbooks- Literature anthologies containing the selected works and related resources- Supplementary materials on literary analysis and criticism2. Audio-Visual Resources- Audio recordings of the literary works- Video clips related to the historical and cultural context of the literature3. Technology- Computers and internet access for online research and multimedia resourcesVII. Teaching ScheduleWeek 1-2: Introduction to Shakespeare’s sonnets; analysis of selected sonnetsWeek 3-4: Introduction to a play by William Shakespeare (e.g. Romeo and Juliet); close reading and interpretationWeek 5-6: Analysis of literary devices and themes in the selected play; interpretation and discussionWeek 7-8: Introduction to a contemporary English novel; discussion of the cultural and historical contextWeek 9-10: Reading and analysis of the contemporary novel; exploration of themes and charactersWeek 11-12: Introduction to modern and contemporary English poetry; analysis of selected poemsWeek 13-14: Writing critical essays and responses to the literary worksWeek 15-16: Review and preparation for the final examinationVIII. ConclusionThroughout this semester, students will be exposed to a variety of English literary works from different periods, developing their understanding and appreciation of literature. By engaging in close reading, critical analysis, and creative responses, students will improve their language skills and critical thinking abilities. Through discussions and presentations, students will learn to express their interpretations and opinions effectively. It is hoped that this semester’s study of English literature will enhance students’ appreciation of culture and history, as well as their ability to think critically and communicate fluently in English.。

2024年大学生英语学习计划(二篇)

2024年大学生英语学习计划常言道：“凡事预则立，不预则废”，新的一个学期的到来，几门新功课来到了我们的面前，需要我去探索去研究，为了更好地学习____新知识，获得长足的进步，我特此制定一份学习计划。

一：主要目标争取获得优良成绩，能切实在大学里学到丰富的专业知识和基础常识。

增加文化素养，提升自身能力，端正学习态度，培养积极勤奋的学风。

做学习计划来自我敦促，自我勉励。

二：具体安排1.坚持预习，坚持在上课前先预习一遍课文，在上课之前对所上的内容有所了解，能提高听课效率。

并且在老师上完一章的内容后，能够主动复习。

温故而知新。

2.每周抽一天时间早起背诵英语课文。

3.每周坚持到校晚自习4.坚持去校图书馆借书阅书，坚持超额完成老师布置的读书任务，并且做好读书笔记。

5.对于课程知识，要多想多问，并且把其中有收货的部分记入笔记之中。

6.每个月进行一次学习清算，反思自己这个月是否达成了学习计划，有哪一些做得不足的地方，下个月要注意改进。

7.订阅英语辅导报，自学报纸上出现的一些英语单词，并且完成报纸上的练习题。

8.身为一个汉语言文学专业的学生，对于文字的敏感和写作能力是非常重要的，所以应该坚持在平时多写一些练笔。

9.多学习一些例如《文心雕龙》，《易经》之类的中国古文化典籍。

10.争取利用周末时间多学一门外语。

学习是要靠自己自觉的，在已经经历过高考进入大学的我们而言，也许很多人都会因此放纵自己，但是我们要坚信，如果在大学里没有养成好的学习习惯，那么我们的大学四年生活就等于是浪费了的，这是人生的黄金时光，我们应该努力多学点东西。

因此坚决执行此计划，鼓励自己，学有所成!2024年大学生英语学习计划（二）引言：英语作为全球通用语言，在现代社会中扮演着重要的角色。

对于大学生而言，掌握良好的英语能力对于未来的学习、就业和个人发展都至关重要。

因此，制定一个合理的英语学习计划对于大学生来说至关重要。

本文将从四个方面介绍2024年大学生英语学习计划。

新视野大学英语第三版读写教程第二册UnitOne-Languageinmission教案

基础教学部外语教研室大学英语（2）教案课题名称Unit One: Language in mission课次第（1-4）次课课时1.Every teaching period contains 45 mins2.Every 2 periods for each teaching stage3.4 stages (2 weeks) for Unit 1课型理论（√）；实验（）；实习（）；、实务（）；习题课（√）；讨论（√）；其他（）授课班级教学目标Teaching Objectives：1)To talk about language teaching2)To further understand the text3)To apply the phrases and patterns4)To master the essay writing skill重点、难点及解决方法Text analysis; language points and sentence patterns; writing skills本单元教学基本内容与时间分配Total class time for this unit: 8 periodsSuggested arrangement:1) Pre-reading activities of Text A: 20'2) Self reading conduction A for questions answers: 10'3) Structure analysis 10'4) Detailed discussion of solving problems: 505) Text summary:20'6) Language points summary: 307) Critical Thinking 20'8) Writing assignments: 20'9) Reading skill analysis: 30'10) Detailed study of Text B: 50'11) Comprehensive exercises of Section B: 10'12) Listening＆speaking : 90'教学过程Text A第一次课教学目的及要求After completing this text, students should be able to：use the key language to talk about English learningapply the reading skill – reading for the key idea in a sentence write a three-part essay with a good introductiontranslate sentences by properly using conjunctionsuse English learning strategies consciously教学重难点Using proper language to talk about English learningHow to apply the reading skill – reading for the key idea in a sentence教学材料教学方法1. 教学材料：Text A课文、练习2. 教学方法：Under the guidance of student-centered principle, apply communicative andheuristic teaching methods, stimulate students’ interest in learning English and get students involved in class participation教学过程一、课前导入Talking about your experience of learning EnglishWatch the video clip and discuss the following question in pairs.1）According to the speaker, in what ways did Chinese students learn English?Chinese students practice their English by screaming it.2）Do you agree with what he said about Chinese students learning English? Why or why not.Yes, I just learned English exactly that way.No, we have learned English in different ways.3）How do you learn English? What do you think of your way of English learning?I learn English by:listening to the teacher carefully in classtaking notes …to go over lessons latercatching every chance to practice speakinglistening and reading a lotdoing enough exercises to practice grammar rulesI think my way of English learning is:effective, ineffective, interesting, boringchallenging but rewardingexamination-oriented二、文本学习1. Global understanding of the text1）Scan the text in three minutes and fill in the blanks.After I read the passage, I know the text talking about how _________ and __________ can betaught efficiently. The writer might be a ________ and a ________________ as well.2）What is the writing style of the text? Why?The writing style of the text is relaxed, which is proved by a lot of short sentences andparagraphs, casual verbs, daily talks and simple modifiers.3）Map the text structure and fill in the blanks.2. Detailed understanding of the textRead the text again and answer the following questions.1) Why does the son think that his father is a tedious oddity?Because he is tired of listening to his father and he is not interested in grammar rules.2) Why does the author think that students’ language deficits should be blamed on schools?Because the schools fail to set high standards of language proficiency. They only teach alittle grammar and less advanced vocabulary. And the younger teachers themselves have littleknowledge of the vital structures of language.3) What does the father teach the son while giving him a grammar lesson?He familiarized his son with different parts of speech in a sentence and discussed their specific grammatical functions including how to use adverbs to describe verbs.4) What are the two things that the author uses to describe grammar and vocabulary?The author uses “road map” and “car” to describe grammar and vocabulary. Here,is considered as grammar and “car” as vocabulary.5) How do you understand the interjection “whoa!” said by the father toward the end of the text?Since the subjunctive mood his son used is a fairly advanced grammar structure, the interjection “whoa!” reflects the tremendous pride the father had toward his son; it also reflects humor in using the word because it was once used by his student, though in twothe author’sdifferent situations and with two different feelings.第二次课一、文本拓展1) Text SummaryAn Impressive English LessonTo my son, I am a _____________: a father he is __________ listen to and a man____________ the rules of grammar. And I got ______________ this because my student wasunable to describe properly her feeling on her __________ to Europe.However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk ofthe criticism for these __________________ because there is a sense that they_________________. On one hand, they are misled by the____________. On the other hand,school fails to _________________ the essential framework of language, accurate grammar andproper vocabulary. Perhaps, language should be looked upon as a _________ and a___________________: often study the road map (check grammar) and ________ the car engine(adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a roadmap in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but theyare ________________ in schools.2) Language Points3. Criticl thinking1）What do you think of the “impressive English lesson”? Is it effective?Yes. Because the lesson aroused c hildren’s interest in learning English grammar.Yes. Because the way to learn grammar is more natural, interesting and enjoyable.Yes, because learners become more motivated when learning something they like.arning without formal instruction.No. because it’s like a street le2) Do you think English grammar helps you a lot in learning English? Why or why not?English grammar helps a lot:Order sentences correctly.Use words properly.Talk with other English speakers confidentlyEnglish grammar is of little help:Only give rules that are hard to remember.It is not helpful in a real-life setting due to the limited time to think and recall the rules.Not always applicable to the real language, especially idioms.3) How can you effectively enlarge your vocabulary?Read more English from online sources.Watch English TV / listen to English radio / watch English online videos.Talk often with English speakers.Listen carefully and extensively.Use dictionaries to look up unfamiliar words.Use new words as often as possible.二、写作训练 (P13)1）Structure AnalysisAs the name of our textbook implies, we read English in order to write in it. But how towrite in the English way?As is known to all of us, what we write reflects what we think; andhow we write mirrors how we think. In that light, our best way of writing in English is to knowwell how to think in English as the American or British people do. What is their way ofthinking then?Different from us who think in the spiral way (螺旋式), they tend to think in the linear way (线性方式). As far as paragraph writing is concerned, deduction (演绎法) is typical of their linear way of thinking, as shown below:Starting from this book, you are moving from paragraph writing to short essay writing. In a likely manner, however, we will go through the same process for essay writing as we did for paragraph writing. In college writing, an essay normally has three main parts: introduction, body,and conclusion.The introduction is usually one short paragraph that introduces the topic to be discussedand the thesis or thesis-advancing statement which is often placed at the end of the introductory paragraph.The thesis statement can be an opinion, an attitude or a stand about the topic. An introductory paragraph should be inviting to make the reader want to continue reading. A goodintroduction may start with an anecdote, a short story, an interesting personal account, athought-provoking question, a famous quotation or a general statement. Read the example now.2）Writing practiceDirections: Write an essay of no less than 150 words on one of the following topics. Onetopic has an outline you can follow.Topic: Grammar, a headache to meIntroduction: Thesis statement: English Grammar is a big headache to me.Body: Example: The difference between used to and be used toConclusion: I’m allergic to learning English grammar.More topics:? Learning English through imitation / repetition? Learning English with / without grammarText B第三次课教学目的及要求To be at home with previewing skillsTo decode Text B through reading for the key ideasTo derive knowledge from Text BTo learn how to write better in English教学重难点How to derive knowledge from Text B教学材料教学方法1. 教学材料：Text B课文、练习2. 教学方法：Under the guidance of student-centered principle, apply communicative andheuristic teaching methods, stimulate students’ interest in learning English and get students involved in class participation教学过程1. 阅读指导Reading Skill – Reading for the Key Ideas in Sentences1) Why are students encouraged to read for the key ideas in sentences?Looking for the key idea in a sentence, especially for a complex sentence, is of crucial importance to comprehension of the whole passage. And, finding the key ideas of a sentenceis also of great importance since we always read for information. While a sentence may givea great deal of information, it usually offers one key idea. Students must be able to find thekey ideas in order to understand sentence meanings clearly.2) What can the skil l “reading for the key ideas in sentences” do for us?It does render students’ ability in reading:It can help readers understand the meaning of a sentence clearly;It can help students separate minor details from the main idea.It can help readers quickly grasp the main idea of the whole paragrapheven to the text while doing skipping reading.3) What to keep in mind to find out the key idea of a sentence?Who or what the sentence is about.What action is taking place.(What is the person or object doing?What is being done to the person or object?)What are minor details and what are the main ideas. (Many words in a sentence describethings about the subject of the sentence but they merely find the details to it. If we askwhen, what, where, or why, we will find out these details, which further help us to see thekey idea of the sentence.)4) What to keep in mind to find out the key idea of a sentence?Of course, we cannot always easily decide which details are simply descriptive and which add much to the key idea. However, the starting point for determining the key idea ina sentence is to find who or what the sentence is about and what the person or object isdoing.2. 文本学习1) Applying the reading skillLearning” tell us?What can the title “The Great Journey ofThe title “The Great Journey of Learning”, coupled with the topic “Language in M the unit, tells us the central idea—The process of learning has a profound effect on one’s lif 2) Detailed understanding of the textRead Text B and choose the best answer to each of the questions (Page 24)Read the text again and think about the following questions:1. Why did Malcolm X want to learn English? (Para.2)Because he was poorly educated, he felt inadequate to teach his new beliefs to others.2. What motivated Malcolm X to launch on a quest to overcome his language deficiencies?Malcolm X’s considerable frustration at his inability to read and write launched him on a questto overcome his deficiencies.3. How did Malcolm X move from basic literacy toward true proficiency? (Para. 5)He copied dictionary, read everything he had written aloud and logged important things thathappened every day. Repetition helped move him from basic literacy toward true proficiency.4. What did Malcolm X obtain from language learning? (Paras. 9-10)Reading had changed forever the course of Malcolm X’s life. As he acquired knowledge, his horizons expanded. He had left behind the narrow, ignorant world of his youth to join the worldcommunity of thoughts and actions ever since he started with his great journey of learningEnglish in prison.3. 知识总结听说训练第四次课教学目的及要求Talk about learning experiencesListen for signal words for listingGive and respond to adviceTalk about learning / teaching methods教学过程1. Listening to the worldSharing1) Watch a podcast for its general idea.The podcast is mainly about the things people are learning at the moment and the most difficult thing they have ever learned.2) Watch Part 1 and fill in the blanksnew thingsAt the momentquite difficult3) Watch Part 2 and check the true statements.ListeningListening skillsListening for signal words for listingListen for the total number of items at the beginningListen for words and expressions that signal the beginning, following and end of the listinge.g. the last, the final, lastly, and finallyListing items with equal valuee.g. to begin with, to start with, furthermore, moreover, in addition, besides, whatmore, the last but not the least, lastly, finallyWords and expressions indicating importanceexpressions: above all, the most important / obvious / noteworthyAdjectives: main, vital, significant, chief, central, principal, primary, major,distinctive, and the –est forms of adjectives1)Listen to a radio program and rearrange the following expressions.e-c-a-g-d-h-b-f2) Listen to the radio program again and complete the table.speaksaying the wrong thingpractice speaking / talking to himselfmaking mistakesnative speakerspronunciationlistening skillslistening and readingViewing1) Read the statements. Then watch the video clip and underline the correct alternative.1 The results of the 1932 test were2 the same as they were in 19323 the exam they have done4 well2) Read the statements and the answer choices. Then watch the video clip again and choosethe best answers.1 D2 A3 B4 A5 D2. Self-studyPassage 1&2教学方法总结explanation; discussion; exemplification教学手段CAI（计算机辅助教学）等；课外学习安排布置作业、讨论题、思考题、预习参考资料New H orizon College English: Teachers’ Book New Horizon College English: Integrated ExercisesOn-line resources: English on line学习效果评测单元测试,课外学习指导安排邮件、网络指导教学后记Through the study of this unit, the students have a clear understanding about how to learn English in a new environment. Besides, the reading and writing skills very practical and helpful.备注。

21世纪大学实用英语综合教程第二册 Unit 2

教案Teaching procedures:First PeriodContent：Unit 2 listening and speakingStep 1 Lead-inIn the Listening and Speaking section, you will learn the basic language and skills necessary to make and respond to an apology;Step 2 Listening and Speaking1) The Language for Making and Responding to an ApologyA. have a warm-up activity by asking Ss what they say when they cause trouble to others or make mistakes;B。

have the Ss listen to Exercise 1 (1—3 times）and fill in the blanks with the missing words;C. ask one S to read aloud the talk so Ss can check their completed answers；D. ask other Ss to form responses to the apologies in Exercise 2. trying to use the expression learned in Exercise 1.2) Making and Responding to an ApologyA.go through the new words in the 1st dialogue in Exercise 3；B。

listen to the dialogue twice while filling in the missing words;C。

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Integrated Course 2
Reading
Unit 5 Overcoming Obstacles
Comprehension
(Text B) P186
17
Text A
2
4. Language Study: Explain the key points and learn how
to use them 5. Culture Study: Do the Cloze exercise P146
Unit 7 Learning about English Text A
6. Additional theme-related activity: Do the translation exercises P201-1 & P202-2
7. Check on Ss's home reading: (Text B) P206 Integrated Course 2
Unit 4 Part III Grammar P52
Integrated Course 2
Reading
Unit 4 The Virtual World
Comprehension
12
Text A
2 (Text B) P108
4. Explain the key points and learn how to use them
Reading Comprehension (Text B) P200 2
Homework Paper Unit 7
2
Writing Practice: On English 2 Learning
.
.
9. Discussion about the common errors in Homework Paper Unit 5 & 7
exercises P103-1 & P104-2
7. Check on Ss's home reading: (Text B) P108
Integrated Course 2
Unit 4 The Virtual World
14
Text A
8. Practical Writing: Email Communication
Listening course Listening course 2 Unit 1 All About Me
Lesson A The people in my life Lesson B Special people and memories
Text A 2. Warming-up: Discussion about the "How to learn
English?" 3. Global Analysis: doing the exercise 1, P193 and
exercise 2, P193 Integrated Course 2
Integrated Course 2
Writing Practice:
Unit 1 Changes in the Way We Live
Don't Make Every
Choice for the
Text A
Children
5
8. Practical Writing: Don't Make Every Choice for the
Book 2
10
Text A
2 Unit 4 Part II
1. Vocabulary learning: Explain new words and do the exercise P99
Vocabulary P51
Integrated Course 2
Exercise
11
Unit 4 The Virtual World
P34 & Part III Grammar
P36
Integrated Course 2
Reading
Unit 3 The Generation Gap
Comprehension
7
Text A
(Text B) P82 2
4. Language Study: Explain the key points and learn how
5. Culture Study: Do the Cloze exercise P102
Integrated Course 2 Unit 4 The Virtual World
Homework Paper Unit 3
13
Text A
2
6. Additional theme-related activity: Do the translation
Vocabulary P4
Integrated Course 2
Exercise
Unit 1 Changes in the Way We Live
Book 2
2
Text A 2. Warming-up: Discussion about the "Make choices for
2 Unit1 Part III Grammar
Paper Unit 4
Unit 7
Integrated Course 2 Unit 7 Learning about English
Text A 1. Vocabulary learning: Explain new words and do the
exercise P196
Integrated Course 2 Unit 7 Learning about English
2
Children
Integrated Course 3
Unit 3 Security
Text A
.
.
1. Vocabulary learning: Explain new words and do the exercise P72
Unit 3
Integrated Course 2
Exercise
2
exercises P76-1 & P77-2
7. Check on Ss's home reading: (Text B) P82
Integrated Course 2
Unit 3 The Generation Gap
Text A
9ቤተ መጻሕፍቲ ባይዱ
8. Practical Writing: Generation Gap
Writing Practice: Generation Gap
2
9. Discussion about the common errors in Homework
Paper Unit 1
Unit 4
Integrated Course 2
Exercise
Unit 4 The Virtual World
Homework Paper Unit 1
Text A
4
6. Additional theme-related activity: Do the translation
2
exercises P19-1 & P20-2
7. Check on Ss's home reading: (Text B) P24
Book 2
15
Text A
2 Unit 5 Part II
1. Vocabulary learning: Explain new words and do the exercise P142
Vocabulary P66
Integrated Course 2
Exercise
Unit 5 Overcoming Obstacles
Unit 3 The Generation Gap
Book 2
Text A
Unit 3 Part II
6
2. Warming-up: Discussion about the Generation Gap
2 Vocabulary
3. Global Analysis:Explain the exposition writing and doing the exercise P69
Book 2
16
Text A
2. Warming-up: Discussion about "the willpower"
3. Global Analysis: doing the exercise 1, P138 and
exercise 2, P138
2 Unit 5 Part III Grammar P68
to use them
5. Culture Study: Do the Cloze exercise P75
Integrated Course 2
Homework Paper
Unit 3 The Generation Gap
Unit 3
Text A
8
6. Additional theme-related activity: Do the translation
.
周星次期
授课内容提要 Book 2
时教辅数活动
Unit 1
Integrated Course 2
Exercise
Unit 1 Learning, Chinese-Style
Book 2
1
Text A
2 Unit 1 Part II
1. Vocabulary learning: Explain new words and do the exercise P14