新世纪大学英语1教学大纲
新世纪大学英语综合教程第一册教案
Shift their focus from separate words to the context.
相关
内容
素材
Materials
﹡in-class reading passage
﹡after-class reading passages
﹡proverbs from internet
﹡introduce the formative evaluation methods to reading teaching
教学
难点
及
打破
方法
Difficulty in teaching:
While meeting new English words, students are more likely to look them up in the dictionary instead of trying to figure out their meaning by reading through the context.
教学
重点
及
突出
方法
Emphasisis placed on:
﹡topic understanding
﹡improving the students’ reading ability.
Approaches:
﹡further students’understanding of the in-class passage by analyzing the role of words, phrases, connectors, sentences and paragraphs in the passage.
4. Language points (key words, phrases and difficult sentences)
新世纪大学英语教材1目录
新世纪大学英语教材1目录Unit 1 New Century College English Textbook Contents Introduction:- Unit 1: Greetings and Introductions- Unit 2: Nationalities and Language- Unit 3: Family and Relationships- Unit 4: Daily Routines- Unit 5: Hobbies and Interests- Unit 6: Education and Learning- Unit 7: Travel and Tourism- Unit 8: Food and Dining- Unit 9: Health and Fitness- Unit 10: Jobs and CareersUnit 1: Greetings and Introductions- Lesson 1: Greetings and Farewells- 1.1 Dialogue: Meeting New People- 1.2 Vocabulary: Common Greetings and Responses- 1.3 Grammar: Subject Pronouns and Verb To Be- 1.4 Speaking: Introducing Yourself- 1.5 Listening: Conversations and Short Dialogues- Lesson 2: Making Introductions- 2.1 Dialogue: Introducing Friends and Colleagues- 2.2 Vocabulary: Personal Information- 2.3 Grammar: Possessive Adjectives- 2.4 Speaking: Introducing Others- 2.5 Listening: Introduction in Different Contexts- Lesson 3: Small Talk and Polite Expressions- 3.1 Dialogue: Casual Conversations- 3.2 Vocabulary: Small Talk Topics- 3.3 Grammar: Present Simple and Present Continuous - 3.4 Speaking: Engaging in Small Talk- 3.5 Listening: Natural ConversationsUnit 2: Nationalities and Language- Lesson 1: Nationalities and Countries- 1.1 Dialogue: Asking about Nationality- 1.2 Vocabulary: Nationalities and Countries- 1.3 Grammar: Adjectives of Nationality- 1.4 Speaking: Describing Nationality- 1.5 Listening: Conversations about Countries and Nationalities- Lesson 2: Learning Foreign Languages- 2.1 Dialogue: Discussing Language Learning- 2.2 Vocabulary: Language Skills and Proficiency- 2.3 Grammar: Verb Can and Can't- 2.4 Speaking: Talking about Language Learning Experience- 2.5 Listening: Language Learning Tips and Stories- Lesson 3: Multilingualism- 3.1 Dialogue: Conversations about Multilingualism- 3.2 Vocabulary: Multilingualism and Language Diversity- 3.3 Grammar: Comparatives and Superlatives- 3.4 Speaking: Expressing Opinions on Multilingualism- 3.5 Listening: Personal Stories of Multilingual IndividualsPlease note that the above contents are just an example and not directly taken from the actual New Century College English Textbook 1. However, it provides a general idea of how the unit's contents can be organized.。
2024年大学英语必修一课程大纲
2024年大学英语必修一课程大纲Ⅰ. 课程简介（Introduction）本课程旨在培养学生在大学英语写作、听力、口语和阅读方面的基本技能。
通过本课程的学习，学生将能够提高自己的语言表达能力，扩大词汇量，并具备应对大学英语学习的基本工具。
Ⅱ. 教学目标（Learning Objectives）1. 培养学生的英语听说能力，使其能够进行简单的口语交流；2. 提高学生的阅读理解能力，培养学生的批判思维能力；3. 培养学生的写作能力，使其能够撰写流畅且有逻辑的英文文章；4. 帮助学生扩展词汇量，并学习掌握常用的语法结构；5. 培养学生的学习方法和自主学习能力。
Ⅲ. 教学内容（Course Content）1. Unit 1: Introduction to English (英语简介)- 词汇学习：英语语言特点及学术用语；- 语法练习：基本句型和语法规则；- 听力训练：短对话和简单对话的听力理解。
2. Unit 2: Effective Reading Strategies (有效阅读策略)- 阅读技巧：主旨概括、细节理解和推理判断；- 阅读材料：新闻报道、学术论文和文学作品等；- 阅读训练：阅读材料的理解和分析。
3. Unit 3: Oral Communication (口语交际)- 口语表达：日常用语、问答技巧和辩论技巧；- 口语训练：模拟对话、小组讨论和演讲练习；- 听力训练：听取口语材料并作出回应。
4. Unit 4: Academic Writing Skills (学术写作技巧)- 写作技巧：写作结构、段落发展和逻辑连接；- 写作训练：学术文章写作和写作练习；- 语法练习：句子结构和语法错误的修正。
5. Unit 5: Vocabulary Expansion (词汇扩展)- 词汇学习：学习常用词汇、词根和词缀；- 词汇应用：词汇拓展和语境运用练习。
Ⅳ. 教学方法（Teaching Methods）本课程采用综合教学方法，包括课堂讲授、小组讨论、听力练习、口语训练、写作练习和课外阅读等。
新世纪大学英语综合教程1教学设计
新世纪大学英语综合教程1教学设计一、教学目标本次教学旨在帮助学生：•掌握基本词汇、语法和语音的应用技能；•能够口头和书面表达简单的日常用语和意愿；•培养听、说、读、写英语的综合能力，提高学生英语学习的兴趣和自信心。
二、教学内容1.单元 1：介绍自己和其他人本单元主要掌握以下内容：–个人信息的表达，包括：姓名、国籍、职业、年龄、住址等；–很高兴认识你的表达；–表示欢迎；–询问和回答个人信息。
2.单元 2：谈论周末活动本单元主要掌握以下内容：–周末活动的表达，如：看电影、逛公园、购物等；–谈论活动的频率；–表示对活动的喜爱或不喜爱；–邀请他人一起参加活动。
3.单元 3：询问和报告时间本单元主要掌握以下内容：–询问和报告时间的表达；–表示每天的活动安排；–询问和回答节假日的计划。
4.单元 4：讨论看电影的经验本单元主要掌握以下内容：–谈论电影和电影院；–提供和请求建议；–谈论感受和评价。
三、教学方法1.以情境教学为主要教学手段，通过角色扮演、对话练习、游戏竞赛等方式提高学生的参与积极性和学习效果：–角色扮演：学生根据提供的情境扮演相应的角色，进行对话练习；–对话练习：学生自主组合进行对话练习，加强交际技能；–游戏竞赛：通过游戏竞赛的方式，激发学生学习英语的兴趣，提高英语听说能力。
2.引导学生多听多说多用英语，养成良好的学习习惯和口语表达能力。
3.每节课程前进行必要的预习和复习，确保学生对教学内容理解透彻，便于提高教学效果。
四、教学重点和难点1.教学重点–培养学生良好的英语学习习惯；–加强学生的日常英语口语表达能力；–提高学生的听力和阅读能力。
2.教学难点–学生英语基础薄弱，需要加强基础知识的讲解；–学生学习英语的兴趣不高，需要通过创新教学方式激发个人兴趣。
五、教学评估1.以课堂表现为主要评估方式，包括：–参与度：考评学生在课堂上的积极参与度；–发音精准度：考评学生在发音方面的技巧和准确度；–阅读能力：考评学生的阅读能力，包括理解和表达；–口语表达：考评学生在口语方面的表达能力。
新世纪教学大纲
《大学英语》教学大纲课程编号：032001-032004课程名称：大学英语英文名称：College English Integrated CourseLearning to Speak: An English Video Course课程类型：公共基础总学时：280 讲课学时：280 实验学时：0学分：16适用对象：本科统招各专业第一部分大纲说明一、课程的性质、目的及任务大学英语是高等教育的一个有机组成部分，《大学英语》课程是我院学生的必修课。
大学英语是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系。
大学英语的教学目的是培养学生的英语综合应用能力，特别是听说能力，使他们在今后的工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要。
本课程的任务是让学生在大学一、二年级两个学年内，修完《大学英语》1-4册的全部内容,从而在听、说、读、写、译五个方面达到本大纲的要求。
二、教学对象本大纲的教学对象是我校非英语专业的本科生。
按照教育部关于普通高级中学《英语课程标准》的要求，学生入学时应掌握基本的英语语音和语法知识，学会使用3000个单词和400-500个习惯用语和固定搭配，并在听、说、读、写等方面受过一定的训练。
(对低于或高于上述入学要求的学生，按照我校大学英语分级教学模式进行教学。
)三、教学理念大学英语课程要适应社会和学生各种层次的要求。
因此，课程必须多样化，要尽量多地向学生提供除大学英语基础课程外的各种应用性课程和文化交际性课程，提供学生自我发展的机会。
大学英语课程的设计与实施要有利于学生自主学习能力的发展。
为培养他们积极主动的学习形成有效的学习策略。
要采取网络教学、课堂教学和自主学习相结合的方式，营造个性化学习环境，努力为学生自主学习创造条件。
大学英语课程要充分运用和开发多媒体、网络等现代教育技术。
《大学英语1》课程教学大纲2020版课程基本信息CourseInformation
课程主要米用任务教学法组织课堂，适当米取翻转课堂，配以微课，米取形成性评价和终 结性评价相结合的月式，注重学习过程。
4
听后跟读，讲解 相关词汇和预 构成语块以及 常用句型，然后 复述，回译
故事2段, 然后跟读 和复述；掌 握食物有 关的词汇
知识探究，扩 展词汇，增强 跨文化沟通交 流能力，沟通 协作能力
1,2,4
读写3
读写教程：Unit 3: Digital Campus应用文写作
2
相关主题的词 汇拼写，读音， 用法。
《大学英语
课程基本信息(Course Information)
课程代码(Course Code)
EN061
FL1201
*学时
(CrБайду номын сангаасdit Hours)
48
*学分
(Credits)
3
*课程名称(Course Name)
（中文）大学英语（1）
(英文)College English1
课程类型(Course Type)
课后听写4；用学到 的词汇进 行对话创 作；掌握相 关词汇
学生进行知识 探究，扩大词 汇量，培养批 判性思维和创 新能力
1,2,3,4
听说
6
视听说教材Unit
8 :In the neighborhood教材补充：长对话
(diet at college;
新世纪大学英语1教学大纲2
大学(dàx ué)英语阅读1教学大纲(j iào x uédàɡānɡ)(College English --- Reading Course)课程(kèchéng)代码：1J10065 学分：4总学时数：128理论(lǐlùn)时数：128 实践(shíjiàn)时数：开课对象：2011级物流专业学生课程使用教材：第一学期新世纪大学英语系列教程综合教程第一册、第二册第二学期新世纪大学英语系列教程综合教程第二册剑桥雅思考试全真试题集6自主学习材料新视野大学英语快速阅读第二册、第三册一、课程性质、目的与任务课程性质：《大学英语阅读》课程是非英语专业一年级学生必修的一门重要基础课程。
阅读作为中国学生语言输入的主要形式来源，而且也是提高其他语言技能如听、说、写、译的重要来源，因此本课程不局限于单纯培养阅读能力这一项语言技能的提高，而是通过课程的学习在培养学生的阅读能力的同时，构建学生对英语的自主学习能力。
目的：第一学期的教学旨在通过本课程的学习，使学生能在教师的指导下在阅读中使用有效的阅读方法，基本读懂一般性题材的英文文章，阅读速度达到每分钟70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100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，同时也为本学期的大学英语四级考试备考打好阅读基础。
在第二学期的教学旨在通过进一步学习后是学生能达到英语阅读理解能力的较高要求：能基本阅读英语国家报刊杂志的一般性题材的文章，阅读速度为每分钟80词；在快速阅读篇幅较长的材料时，阅读速度达到每分钟120词；能就阅读材料进行略读或寻读；能够基本读懂自己专业方面的综述性文献，并能正确理解中心大意，抓住主要事实和有关细节，为专业学习和出国继续学习奠定良好的阅读基础。
大学英语1课程教学大纲
《大学英语1》课程教学大纲一、课程名称大学英语（1）College English Band One （1）二、课程简介大学英语（1）课程是为非英语专业本科一年级学生（一级）开设的英语课程。
课程教学总时数为72学时，每周4学时，共18周。
课外学习时数的比例应不低于1：1。
4大学英语一级课程是必修课。
大学英语（1）课程包括精读、听说两门课。
考试采用课程考试和水平考试相结合的方法，分为中段与期末考试，考试的命题以所学的课本内容为基本依据，重点考核学生的语言基础和语言应用能力。
大学英语一级课程的教学重点是打好语言基础，包括语言知识和语言应用能力。
三、适用专业非英语专业本科生一年级四、本门程在教学计划中的地位、作用和任务大学英语（1）是为一年级非英语专业本科生开设的公共基础课程，属必修课。
本课程旨在培养学生具有较强的阅读能力和一定的听、说、写、译的能力，使他们能用英语交流信息。
其任务是帮助学生打下扎实的语言基础，掌握良好的语言学习方法，提高文化素养，以适应社会发展和经济建设的需要。
五、课程内容和教学要求本课程的教学内容主要有：精读、泛读、听说、语法等。
通过本阶段的学习，要求学生掌握2，500单词（其中复用式掌握的单词为1，000），巩固和加深基本语法知识，能顺利阅读一级难度的一般性题材的文章，阅读速度达到每分钟55词，能听懂语速为每分钟100～120词的简短会话，能进行一级难度的句子英汉互译，能用英语进行一般的日常会话，能就熟悉的话题作简短发言。
六、课时安排计划七、习题课（无）八、实验内容（无）九、课程设计（无）十、教材与主要参考书1.精读课选用: 大学英语（全新版）综合教程（第一册），李荫华等主编，上海外语教育出版社出版，2002。
2.泛读课选用: 大学英语（全新版）阅读教程（第一册），柯彦玢等主编，上海外语教育出版社出版，2002。
3.听说课选用: 大学英语（全新版）听说教程（第一册），虞苏美等主编，上海外语教育出版社出版，2002。
《大学英语1》教学大纲
《大学英语一》教学大纲一、课程的性质、任务和基本要求１.课程的性质：《大学英语一》课程是非英语类专业公共基础课程，是一门理论性和实践性都较强的学科，着重培养学生的英语语言能力和综合应用能力。
２.课程的任务：通过课堂教学的各个环节，运用各种教学方法，培养学生一定的综合语言运用能力，使他们能用英语交流日常生活和校园生活方面信息。
第一册修完后学生的词汇量应达到3000左右。
３.课程的基本要求：通过本课程的学习，学生应能达到：（１）能独立阅读简单的英语资料。
（２）能书写100—200字左右的各类文体。
（３）能用英语进行较简单的交流。
二、课时分配《大学英语》课程的总课时为120课时，具体分配见表：课时分配表三、课程内容１. Growing Upa.Grasp the main idea the essence of writing is to write what one enjoyswriting and structure of the text.b.Master the key language points and grammatical structures in the text.c.Appreciate the narrative demonstrated in the text.d.Conduct a series of reading, listening, speaking and writingactivities related to the theme of the unit.２Friendshipa.Grasp the main idea(never delay expressing your true feelings to a friend)and structure of the text (developing a story around a letter)b.Master the key language points and grammatical structures in the text.c.Appreciate that spoken English is much more informal than writtenEnglish.d.Conduct a series of reading, listening, speaking and writing activitiesrelated to the theme of the unit.３. Understanding Sciencea.Understand the main idea (to ensure the survival of human civilization,measures must be taken to help the public understand science) andstructure of the text introducing a topic, developing the topic withsupplying a conclusion)b.Grasp the key language points and grammatical structures in the text.c.Appreciate the style differences between narrative writing andexpositoryd.Conduct a series of reading, listening, speaking and writing activitiescentered upon the theme of the unit.４.American Dreama.understand the main idea(Tony realized his American Dream through hisown effort) and structure of text (one part telling the story of Tony’slife and the other giving the author’s comments on it )b.grasp the key language points and grammatical structures in the textc.learn to describe a person by his/her characteristic features, togetherwith supporting details which demonstrate the featuresd.conduct a series of reading, listening, speaking and writing activitiescentered upon the theme of the unit.５.Romancea. grasp the main idea(the nature of a heart is seen in its response to theunattractive)and structure of the text;b.master the key language points and grammatical structures in the textc .appreciate the narrative skills demonstrated in the text(switch betweentenses, change of narrators),some rhetorical devices(simile andmetaphor)and the use of informal language in conversations:d.conduct a series of reading, listening, speaking and writing activitiesrelated to the theme of the unit.6. Animal Intelligencea. understand the main idea(some animals seem capable of thinking when is intheir own interests to do so)and structure of the text(introduction, subheadings to give 3 supporting examples, conclusion)b. grasp the key language points and grammatical structures in the textc. appreciate the importance of example in exposition;d. conduct a series of reading, listening, speaking and writing activitiesrelated to the theme of the unit.７.Emergencya. understand the main idea(Anthony Falzo saved two children in a courageousdeed)and structure of the text (three parts –what happened before, during and after the incident)b. grasp the key language points and grammatical structures in the textc. appreciate the advantages of specific words over general words;d. conduct a series of reading, listening, speaking and writing activitiesrelated to the theme of the unit.8 Coping with an educational problema. understand the main idea(teenagers’ idleness and ignorance will seriouslyaffect themselves and society in general ) and structure of the text( two parts—the author’s concern and his proposed remedy)b. grasp the key language points and grammatical structures in the textc. learn the way to write a cause-and –effect analysis;d. conduct a series of reading, listening, speaking and writing activitiescentered on the theme of the unit.四、说明１. 本课程是大学英语的第一册，因此要求学生必须在开始学习时就打好基础。
新视界大学英语第一册教案
教学目标：1. 学生能够听懂并理解日常生活中的简单英语对话。
2. 学生能够掌握基本的英语问候语和常用表达。
3. 学生能够进行简单的英语交流，如介绍自己和他人。
4. 学生能够阅读并理解英语短文，了解文化背景知识。
教学重点：1. 常用英语问候语和表达。
2. 简单的英语交流技巧。
3. 英语短文的阅读理解。
教学难点：1. 学生对英语口语表达的适应和运用。
2. 学生对英语短文中文化背景知识的理解。
教学准备：1. 教材《新视界大学英语第一册》。
2. 录音机或多媒体设备。
3. 课件或板书。
4. 与教学内容相关的图片或视频资料。
教学过程：一、导入（5分钟）1. 老师用英语问候学生，营造英语学习氛围。
2. 学生用英语互相问候，进行简单的自我介绍。
二、听力训练（10分钟）1. 播放教材中的听力材料，让学生听懂并理解对话内容。
2. 老师提问，检查学生对听力材料的理解程度。
三、口语练习（15分钟）1. 学生两人一组，进行日常生活中的英语对话练习。
2. 老师巡视指导，纠正学生的发音和语法错误。
四、阅读理解（15分钟）1. 学生阅读教材中的英语短文，了解文化背景知识。
2. 老师提问，检查学生对短文的理解程度。
五、课堂小结（5分钟）1. 老师总结本节课的学习内容，强调重点和难点。
2. 学生分享自己的学习心得。
六、作业布置（5分钟）1. 学生完成教材中的课后练习。
2. 学生预习下一节课的内容。
教学反思：1. 本节课通过听力、口语、阅读等多种教学方式，让学生在轻松愉快的氛围中学习英语。
2. 老师在教学中注重培养学生的英语实际应用能力，关注学生的个体差异，及时给予指导和帮助。
3. 在今后的教学中，老师将继续关注学生的英语学习情况，调整教学策略，提高教学质量。
Removed_新世纪大学英语1教学大纲2
任务：“大学英语阅读”是基础阶段的学习，必须通过大量的阅读分析和实践，培养学生的阅读策略，训练 不同语篇体裁、不同题材的篇章阅读技能从而提高学生的综合语言素质。
阅读策略：教师在授课中应运用语篇教学法，培养学生理解作者的观点和写作意图，课堂的阅读活 动应从分析主题大意、篇章结构和段落衔接入手，引导学生将注意力放在通篇领会作者的中心思想和篇 章结构上；通过批评性阅读训练，向学生揭示隐含的语言与意识形态的关系，显现作者对一人一事的态 度，渐渐地提高学生对语篇的敏感度；阅读理解是背景知识与语篇信息相互作用的结果，教师应引导学 生加强背景文化知识的积累，并积极利用阅读教学中的文本作为引导，以这样的文本作为概括总结的依
据，使学生有目的地学习，并形成一定的知识体系，背景知识与语篇信息越吻合，理解率就越高。 阅读技巧：教师应结合不同的阅读目的、阅读对象，引导学生认识、熟悉并使用相关的阅读技巧在规
定时间内，达到阅读目的。教师应让学生认识到，技巧是在阅读者掌握了语篇体裁、题材的规律后帮助阅 读者迅速准确的完成阅读目的的工具，不是应试捷径。阅读技巧的学习过程就是阅读能力培养的实践过 程。
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学生对英语的自主学习能力。
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新世纪大学英语1教案
#### 教学目标1. 培养学生运用英语进行日常交流的能力。
2. 增强学生对英语词汇、语法和句型的理解与运用。
3. 提高学生的听、说、读、写综合技能。
#### 教学内容Unit 1: New Friends, New Faces##### 1. 课文内容本单元主要介绍了如何认识新朋友，以及如何介绍自己和他人。
课文包括自我介绍、询问对方的个人信息、描述自己的兴趣和爱好等内容。
##### 2. 教学重点- 词汇：name, language, age, city, interest, country, e-mail address, major- 句型：How do you do? / My name is... / I am from... / I am majoring in... / I am interested in...##### 3. 教学难点- 词汇的正确使用和搭配- 交际场景下的语言运用#### 教学步骤##### 一、导入（5分钟）1. 用英语进行简短的自我介绍，引出本课主题。
2. 提问学生：你们如何认识新朋友？在认识新朋友的过程中，通常会聊些什么？##### 二、新课讲解（25分钟）1. 词汇教学：讲解本单元重点词汇，并让学生通过例句和练习进行巩固。
2. 句型教学：讲解本单元重点句型，并通过实际情景让学生进行对话练习。
3. 交际场景模拟：教师设计一些交际场景，让学生分组进行角色扮演。
##### 三、课堂练习（20分钟）1. 词汇练习：完成词汇练习题，巩固所学词汇。
2. 句型练习：完成句型练习题，提高学生对句型的运用能力。
3. 听力练习：播放一段听力材料，让学生回答相关问题。
##### 四、小组讨论（10分钟）1. 将学生分成小组，讨论以下问题：- 你认为在认识新朋友时，最重要的是什么？- 你在介绍自己时，通常会聊些什么？2. 各小组派代表分享讨论成果。
##### 五、总结与作业布置（5分钟）1. 总结本课所学内容，强调重点词汇和句型。
大学英语1教学大纲
大学英语1教学大纲《大学英语１》课程教学大纲英文名：College English课程编码：107100１课程类型：公共基础课学分学时：学分3.5 学时56适用专业：大一非艺术本科各专业先修课程：高中英语开课学期：第1学期课程说明：大学英语1-4是大学生外语能力培养的主要途径。
其课程通过读、听、译、写、说和其它练习的综合训练，使学生能够具备较好的听、说、读、写、译外语应用能力，有较为精确和流畅的语言输入和输出能力；同时本门课程还通过阅读等其它教学活动让学生了解跨文化交际知识，培养跨文化交际意识；通过一系列的教学使学生具备广泛的人文知识，自然科学和社会科学背景知识，有较高的道德情操和文化素养；该课程还培养学生掌握较强的阅读策略等其它信息获取策略和能力，较强的外语学习兴趣、探索式学习、自主学习能力和习惯，为学生的未来职业发展打好外语基础，使他们有更广、更高层次的发展空间。
学习完本课程学生应达到国家大学英语四级合格的水平，有一定的语言应用能力，能结合工作、生活有效地使用英语。
一、课程的性质、目的和任务《大学英语(1)》是大学生第一学期的一门必修通识教育课程和学位课程，主要是为修完中学英语进入大学阶段学习的学生开设的。
它是以英语语言知识与应用技能、学习策略和跨文化交际素养培养为主要内容，以外语教学理论为指导，集多种教学模式和教学手段为一体的教学体系。
大学英语1是大学英语教学的第一阶段，是大学英语课程教学的基础。
共4个教学任务模块，每个模块分别对学生进行听说读写的综合训练。
学生在完成大学英语1阶段的教学之后，实现从高中英语到大学英语教学的过渡与转变，能够适应大学英语的教学模式和要求，明确自己的学习目标，知道什么是正确的学习观念和态度，掌握良好的学习方法和策略，并开始学会独立学习，减少对教师的依赖程度。
完成本门课程，学生在读、写、译等方面能够达到大学英语一级水平，即掌握2500个单词和400个词组，在30分钟完成100字的基本合格的写作。
新世纪专科课程教学大纲第一册
《大学英语》专科课程教学大纲一、课程说明（一）课程代码：062110001（二）开课对象: 非外语专业文科类专科班（三）课程性质和地位:大学英语教学是高等教育的一个有机组成部分，大学英语课程是大学生的一门必修的基础课程。
大学英语是以外语教学理论为指导，以英语语言知识与应用技能、跨文化交际和学习策略为主要内容，并集多种教学模式和教学手段为一体的教学体系。
大学英语的教学目标是使学生掌握一定的英语知识和技能，具有一定的听、说、读、写、译的能力，从而能借助词典阅读和翻译有关英语业务资料，在涉外交涉的日常活动和业务活动中进行简单的口头和书面交流，并为今后进一步提高英语的交际能力打下基础。
大学英语属于高等教育的一个有机组成部分，是非英语专业低、中年级（一、二年级）的一门综合教育课程。
本课程专为我校非英语专业文科类专科学生选用了《新世纪高职高专英语综合教程1-3》、《高职高专英语听说教程1-3》。
本课程涵盖精读、听说。
这两部分相辅相成，因此，在本课程的教学实施过程中，既要处理两部分之间的分工、配合，又要保证其课程体系的科学性与完整性。
（四）课程教学基本要求根据教育部关于大学英语课程教学的要求，本课程三册结束后，学生应达到教育部公布《大学英语课程教学要求》里的一般要求，作为大学生最低英语水平标准，即以下要求：1. 听力理解能力：能运用基本的听力技巧听懂英语授课；能听懂日常英语谈话和慢速度英语节目，语速为每分钟130词左右。
2. 口语表达能力：能用英语会话策略进行日常会话与交流；能就所熟悉的话题进行讨论与简短发言，语言表达比较清楚，语音、语调基本正确。
3. 阅读理解能力：能读懂一般性题材的英文文章，阅读速度每分钟70-100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，在阅读中使用有效的阅读方法。
4. 书面表达能力：能掌握基本的写作技能，能完成一般性写作任务，能描述个人经历、观感、情感和发生的事件等，能写常见的应用文，能就一般性话题或提纲在半小时内写出120词的短文，内容基本完整，用词恰当，语意连贯。
《 大学英语1》课程教学大纲
《大学英语1》课程教学大纲课程编号:课程名称：大学英语1英文名称： College English I适用对象: （高职 五年专□其它□）适用专业：非英语专业(电子商务/计算机信息管理)适用年级：12级课程类型: （公共课 职业基础课□职业技能课□职业拓展课□其它□）总学时： 68 其中实践学时：12学分：4先修课程：无开课单位：应用外语系一、课程性质、目的和任务本课程是高职高专教育中一门重要的公共必修课程。
本课程旨在贯彻教育部《高职高专教育英语课程教学基本要求》中提出的对高职高专学生掌握英语技能的要求，以培养学生的英语实际应用能力为主，使学生具备基本的听、说、读、写、译的能力，在涉外交际的日常活动和业务活动中能进行简单的口头和书面交流，同时增强其自主学习能力，提高综合文化素养，为今后进一步提高英语的交际能力打下基础。
二、教学基本要求本课程在加强英语语言基础知识和基本技能训练的同时，重视培养学生实际使用英语进行交际的能力。
通过本课程的学习，学生应该达到以下要求∶口语：能就所给话题进行交谈，能就日常话题进行对话或发表简短的意见，表达清楚，语音、语调基本正确。
语法：掌握基本的英语语法规则，在听、说、读、写、译中能正确运用所学语法知识。
听力：能听懂涉及日常交际的结构简单、发音清楚、语速较慢的英语简短对话和短文，理解基本正确。
理解技能：能够基本读懂篇幅为300个单词左右的各种题材的英文文章，理解主要事实和有关细节并能进行一定的分析, 推理和判断, 能掌握中心意思。
写作：能运用所学词汇和语法写出简单的短文；能用英语填写表格，套写便函、简历等，词句基本正确，无重大语法错误，格式基本恰当，表达清楚。
翻译：能借助词典将中等偏下难度的一般题材的文字材料译成汉语。
理解正确，译文达意。
三、教学内容及要求Unit 1 College LifeTeaching Aims:a)Master the key words and structuresb)Understand the textc)Master the useful pattern and sentences in the textd)To listen to the dialogues and practise the listening skillse)To learn to talk aboutf)To learn and master how to write Personal Data FormTeaching Content:1. Text Reading2. Exercises3.Grammar4. Translation5. Practical Writing6.Listening＆Speaking7.PRETCO BTeaching Main and Difficult Points:1. Vocabulary：versus anxiety bond transition environment passive participate perspective analysis balance academic likely structure motivation array explore surrounding board benefit company figure out on one`s own no longer rely on in one`s hands an array of take advantage of cut out focus on adapt to keep sb. company in addition2.Text Reading: High School vs.College3.Basic Translating Skills : Translation of Words with Multiple Meanings4.Practical Writing: Personal Data Form5.PRETCO BUnit 2 Language LearningTeaching Aims:a)Master the key words and structuresb)Understand the textc)Master the useful pattern and sentences in the textd) to listen to the dialogues and practise the listening skillse) to learn to talk aboutf) To learn and master how to write Business CardsTeaching Content:1. Text Reading2. Exercises3.Grammar4. Translation5. Practical Writing6.Listening＆Speaking7.PRETCO BTeaching Main and Difficult Points:1. Vocabulary：tip especially improve practical memorize endless vocabulary website actually enroll program motivated formal locally resource chat forum expression skill reinforce patient discourage so that spent…(in) doing instead of be interested in tens of thousands be patient with be angry at ESL2.Text Reading: Tips for Learning English3.Basic Translating Skills : Amplification4.Practical Writing: Business Cards5.PRETCO BUnit 3 Hobbies and InterestsTeaching Aims:a)Master the key words and structuresb)Understand the textc)Master the useful pattern and sentences in the textd) to listen to the dialogues and practise the listening skillse) to learn to talk aboutf) To learn and master how to write Notices and Posters(I)Teaching Content:1. Text Reading2. Exercises3.Grammar4. Translation5. Practical Writing6.Listening＆Speaking7.PRETCO BTeaching Main and Difficult Points:1.Vocabulary：extracurricular mention priority career view landmark glimpse normal local entertainment miserable complicated technique classical attract unique feature characteristic spiritual energy soul comfort tragedy comedy describe fortune sober recommend requiem classic check out get a glimpse of as a result see sth./sb. as…in sadness in that way2.Text Reading: My Hobbies3.Basic Translating Skills : Translation of Sentences with Ellipsis4.Practical Writing: Notices and Posters(I)5.PRETCO BUnit 4 SportsTeaching Aims:a)Master the key words and structuresb)Understand the textc)Master the useful pattern and sentences in the textd) to listen to the dialogues and practise the listening skillse) to learn to talk aboutf) To learn and master how to write Notices and Posters(II)Teaching Content:1. Text Reading2. Exercises3.Grammar4. Translation5. Practical Writing6.Listening＆Speaking7.PRETCO BTeaching Main and Difficult Points:1. Vocabulary：physical positive self-esteem overweight drug realize realization impact relieve relief depression discipline achieve achievement disappointment statistics experience graduate graduation motor score calculate calculation regular adulthood belong to be likely to involved in have impact upon deal with get around2.Text Reading: Benefits of Playing Sports3.Basic Translating Skills : Conversion4.Practical Writing: Notices and Posters(II)5.PRETCO BUnit 5 Family and FriendsTeaching Aims:a)Master the key words and structuresb)Understand the textc)Master the useful pattern and sentences in the textd) to listen to the dialogues and practise the listening skillse) to learn to talk aboutf) To learn and master how to write Personal LettersTeaching Content:1. Text Reading2. Exercises3.Grammar4. Translation5. Practical Writing6.Listening＆Speaking7.PRETCO BTeaching Main and Difficult Points:1. Vocabulary：widespread click innovation digital technology hamper instill stick ensure entire bingo coupon organize treasure flexible alternate overwhelming feat occasion in some ways set aside go out of one`s way make sure(certain)2.Text Reading: How to Keep Your Family Close3.Basic Translating Skills : Translation of Sentences Using Negation and Affirmation）4.Practical Writing: Personal Letter5.PRETCO BUnit 6 ShoppingTeaching Aims:a)Master the key words and structuresb)Understand the textc)Master the useful pattern and sentences in the textd) to listen to the dialogues and practise the listening skillse) to learn to talk aboutf) To learn and master how to write SignsTeaching Content:1. Text Reading2. Exercises3.Grammar4. Translation5. Practical Writing6.Listening＆Speaking7.PRETCO BTeaching Main and Difficult Points:1. Vocabulary：boutique mall concentration upscale designer label boast jewelry leather cater tourist herb complex antique curio snuff jade carving porcelain embroidery craft locate harbor deluxe arcade notably stall imitation cassette be filled with think of as well as range from …to…in contrast to in addition to a couple of specialize in head for for sale name…after2.Text Reading: Great Shopping Areas3.Basic Translating Skills : Rearrangement of Word Order I4.Practical Writing: Signs5.PRETCO B四、实践环节1.Making the dialogues in pairse the listening and translation skills to do the listening exercises and translation exercises3.Doing the exercises about PRETCO B五、教学方法与手段本课程是一门公共基础课程，要充分利用电子课件和多媒体的优势，引导学生积极主动地参与到课堂活动中来。
新世纪大学英语第一册教案
Learning a LanguageText A A Language Teacher’s Personal Opinion(6 periods)Proverb:1. He alone is poor who does not possess knowledge.没有知识，才是贫穷。
2. Seeing much, suffering much, and studying much are the three pillars oflearning.见识多、遭难重、钻研深是学识的三大要素。
3. The more we study, the more we discover our ignorance.学得越多，就越发觉自己无知。
4. Activity is the only road to knowledge.— George Bernard Shaw, British dramatist 行动是通往知识的唯一道路。
——英国剧作家G. 肖伯纳5. Grammar must be learned through language, and not language throughgrammar.— Johann G. Herdor, German philosopher 必须从语言中学习语法，而不是从语法中学习语言。
——德国哲学家J. G. 赫尔德6. Hold what you really know and tell what you do not know; this will lead toknowledge.— Confucius, ancient Chinese educator and philosopher 知之为知之，不知为不知，是知也。
——中国古代教育家、哲学家孔子7. Education is that which remains when one has forgotten everything helearned in school.— Albert Einstein, American scientist 教育是在学校所学知识遗忘后剩下的东西。
新世纪大学英语1教学大纲2
新世纪大学英语1教学大纲2大学英语阅读1教学大纲(College English --- Reading Course)课程代码：1J10065 学分：4总学时数：128 理论时数：128 实践时数：开课对象：2011级物流专业学生课程使用教材：第一学期新世纪大学英语系列教程综合教程第一册、第二册第二学期新世纪大学英语系列教程综合教程第二册剑桥雅思考试全真试题集6自主学习材料新视野大学英语快速阅读第二册、第三册一、课程性质、目的与任务课程性质：《大学英语阅读》课程是非英语专业一年级学生必修的一门重要基础课程。
阅读作为中国学生语言输入的主要形式来源，而且也是提高其他语言技能如听、说、写、译的重要来源，因此本课程不局限于单纯培养阅读能力这一项语言技能的提高，而是通过课程的学习在培养学生的阅读能力的同时，构建学生对英语的自主学习能力。
目的：第一学期的教学旨在通过本课程的学习，使学生能在教师的指导下在阅读中使用有效的阅读方法，基本读懂一般性题材的英文文章，阅读速度达到每分钟70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100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，同时也为本学期的大学英语四级考试备考打好阅读基础。
在第二学期的教学旨在通过进一步学习后是学生能达到英语阅读理解能力的较高要求：能基本阅读英语国家报刊杂志的一般性题材的文章，阅读速度为每分钟80词；在快速阅读篇幅较长的材料时，阅读速度达到每分钟120词；能就阅读材料进行略读或寻读；能够基本读懂自己专业方面的综述性文献，并能正确理解中心大意，抓住主要事实和有关细节，为专业学习和出国继续学习奠定良好的阅读基础。
任务：“大学英语阅读”是基础阶段的学习，必须通过大量的阅读分析和实践，培养学生的阅读策略，训练不同语篇体裁、不同题材的篇章阅读技能从而提高学生的综合语言素质。
阅读策略：教师在授课中应运用语篇教学法，培养学生理解作者的观点和写作意图，课堂的阅读活动应从分析主题大意、篇章结构和段落衔接入手，引导学生将注意力放在通篇领会作者的中心思想和篇章结构上；通过批评性阅读训练，向学生揭示隐含的语言与意识形态的关系，显现作者对一人一事的态度，渐渐地提高学生对语篇的敏感度；阅读理解是背景知识与语篇信息相互作用的结果，教师应引导学生加强背景文化知识的积累，并积极利用阅读教学中的文本作为引导，以这样的文本作为概括总结的依据，使学生有目的地学习，并形成一定的知识体系，背景知识与语篇信息越吻合，理解率就越高。
新视界大学英语第一册 教案 全
Lesson plan : New Vision College English, Foreign Language Teaching and Research Press, Bei JingUnit 1 A New StartBackground information:Students: 50 freshmen majored in ArtsLesson duration: 50 minsPart I Teaching focuses:1 Master the structure and vocabulary of describing college life.2 Develop an active attitude toward study and life in college.3 Learn to look after the body and soul.Part II Teaching approaches1 Communicative Language Teaching (CLT)College life is colorful and meainningful. In order to engage students use language in real life and develop the communicative competence, they were encouraged to described their interests they want to develop and dreams they want to realize after 4 years, and then induce them to talk about in what way to fulfill their dreams.2 Task- based Language Teaching ( TBLT)According to teaching focuses, we mainly design 3 tasks involving language skills improvement and communicative competence development.Part III Teaching AidsTapes, blackboard, chalk, PPT, picturesPart IV Teaching ProceduresStep 1 lead-in (10 mins)a)Ask students describe their hobbies and dreams.b)Ask students to discuss the plan to realize dream.c)Teacher summarizesStep 2 Skimming and scanning (20 mins)Skimming: The passage mainly focus on the two aspects: look after your body and look after your soul, we could find main clues from the following chart:Scanning: how to organize time , how to make friends, how to get enough sleep, how to plan for the future:Step 3 Production (15 mins)In this part, task of students is to discuss the dreams in college by imitating the structure and vocabulary they learnt, and the most important thing is to work out their plans.Part V Homework （5 mins）Complete writing of “college life”Lesson plan : New Vision College English, Foreign Language Teaching and Research Press, Bei JingUnit 2 Eating HotpotBackground information:Students: 50 freshmen majored in ArtsLesson duration: 50 minsPart I Teaching focuses:1 Master the structure and vocabulary on hotpot2 learn how to introduce hot pot to foreign friendsPart II Teaching approaches1 Communicative Language Teaching (CLT)College life is colorful and meainningful. In order to engage students use language in real life and develop the communicative competence. In this unit, our main task is to encourage students introduce Chinese typical food to people in other cultures, which is helpful for people all over the world understand China and Chinese culture.2 Task- based Language Teaching ( TBLT)According to teaching focuses, we mainly design 3 tasks involving language skills improvement and communicative competence development. Part III Teaching AidsTapes, blackboard, chalk, PPT, picturesPart IV Teaching ProceduresStep 1 lead-in (10 mins)a)Make an introduction on history of hot pot and ask students describethe feeling of enjoying Hot pot.b)Ask students to discuss the relationship between culture and food.c)Teacher summarizesStep 2 Skimming and scanning (20 mins)Scanning: ask students to catch the specific information. Such astime, place, characters, plot and the purpose of writing:Skimming: the purpose of the writing is to share the feeling of eating hot pot and tell the readers the factors influencing food culture.Step 3 Production (15 mins)In this part, students are encouraged to introduce hotpot, especially on the methods of eating hot pot. Some verbs should be emphasized here, such as plunge, dip, cook,etcPart V Homework （5 mins）Complete the writing “introduction of hot pot”.Unit 3I. Objectives1. grasp the main idea and structure of the text;2. do a comparison and contrast between Napoleon’s invasion of Russia and Hitler’s invasion of the soviet Union’3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Teaching ProceduresPre-reading tasks:1.Ask the class about their views of beggars. Do they give money to them?2.If so, what type of beggars do they give money to?3.What circumstances might make it possible to beg?While-reading tasks:1.Draw students’attention to the subtitles in the text, then leads themthrough Text Organization Exercise 1. In this way students will have a better understanding of the text structure.2.Explain the language points in Parts I and IV, and has students practicethem.3.Students sum up the main ideas of Part I and IV respectively.4.Explain the language points in Part II—III, and has students practice them.5.Students form groups to analyze the reasons for the writer refusing thelittle man. Suggest that they make a comparison and contrast analysis in the form of a table. When they finish, some students groups report to class.6.Students sum up the main ideas of Part II and Part III.Post-reading tasks:1.Guides students through some after-text exercises.2.Checks on students’ home reading.3.Students do Part IV: Theme-Related Language Learning Tasks.III. Text AnalysisThis unit opens with a short story. A man who seems foreign speaks to a Londoner, tells a sad story about having run away from his own country and asks for some money. The Londoner refuses to help and goes. Later he reads a news story about a suicide and thinks it is the foreigner who has killed himself. He feels guilty, but a few days later he again sees the man in the street approaching strangers. It must have been someone else who committed suicide. He decides the man is making a living out of telling lies and glad he did not help.IV. Cultural NotesBegging is quite common in London and causes controversy. One charity concerned with the homeless produces a magazine, The Big Issue, and gives it to genuine homeless people to sell. The public are asked to buy copies rather than give money to these people.V. Language StudyⅠStructure Changes:1. The description of the man convinced me.It was the description of the man that convinced me.2. The sight of the blood on his face upset me.It was the sight of the blood on his face that upset me.3. The next day I realized what had happenedIt was the next day that I realized what had happened.Words and Phrases:approachn. [C] a particular way of thinking about or dealing with something 方式；方法；态度eg: The best approach to learn a foreign language is the study of the spoken language.appointmentn. [C] an arrangement to see someone at a particular time, especially for a business meeting or to get a professional service 约会；约定eg: I have an appointment with the doctor at three.continuala. continuing without stopping 从不间断的；不停的eg: The school has been in continual use since 1883.refusaln. [C, U] the act of refusing to do something 拒绝eg: I translate his silence as a refusal.crueltyn. [C, U] behaviour that deliberately causes pain to other people or animals, or makes them unhappy or upset 残忍；残酷；暴行；虐待eg: The children had suffered cruelty and neglect.tragedyn. [C, U] a very sad event that causes people to suffer or die 惨事；惨案；不幸；悲剧性事件eg: We need new safety laws to prevent tragedies like this from happening again.suiciden. [C] the action of deliberately killing yourself 自杀eg: Police believe he committed suicide.incidentn. [C] something that happens, especially a violent, criminal, or dangerous event 事件；事故；事变；（尤指）暴力事件eg: Police are appealing for witnesses to the incident.VI. Assignments1.Require students to learn the new words and phrases by heart2.Let students recite some parts of Text A3.Ask students write a composition on judging a person.Unit 4 Love, actually1.Teaching objectivesTo learn the story about mixed-marriage in AmericanTo learn some language pointsTo learn certain writing techniques related to the unitTo conduct a series of listening, reading and speaking skills2.Teaching procedure2.1 IntroductionOne of the most important forms of social interaction is falling in love, dating and getting married. This is the topic of the unit, one of the interest to all and perhaps especially to people of university students. During the course of the unit the class will have a chance to think about first dates, mixed marriages and love letter, read a romantic story, and consider various local traditions of romance from around the world.Activities to start the unitAsk Ss to think of famous loversAdam and EveRomeo and JulietJane Eyre and Mr RochesterListen to a short passage and underline some related words or expressions Work in pairs and discuss several questions1)Which facts in the report do you find interesting?2)Do you think it offers any useful advice?3)How would you prepare for a first date?Read the passage to grasp the main idea and learn some difficult sentences and language pointsLanguage points1)Yet the “one drop rule” which says that… (Line 6, Para 5)Yet the “one drop rule”law against people of black African descent were complicated by the fact that there was a great deal of interracial mixing and it was a difficult question as to who was “black” and who wasn’t. This was solved by the rule that if there was any African ancestor, the person is countered as “black”.2)It’s claimed by others that the motive for mixed marriage is the desire ofthe poorer partner for financial security, even though they may no longer be able to live close to their families.Some other people say that poor people marry people from another race or culture for their wealth, at the possible cost of living far away for their own families. The passage concerns racism, a belief in the superiority of one group over another on the basis of “race”. The word has led to a number of similar forms to describe other types of prejudice. Sexism is a belief that men have superior talents to women. Ageism is a prejudice against the abilities of the elderly.Guided writingWriting a description of a customWhen we’re writing a description of a custom which is part of a longer passage, there is usually a mixture of past tenses which describe what happens now. There are often some contrast between the past and the present. Here are some of the most useful words and expressions. (too, would, while, or, in the old days, today…but…)Ask Ss to write a passage about traditional ways of dating in China. Make aconnection between the past and the present.Unit taskDesigning a date for a magazine1.work in pairs and design a date. Think of the best place to go, and whatyou would do, now think about who the dates might be best suited for,2.write about the date you have designed for magazine. Organize your ideas3.share your dates with the rest of the class4.vote for the most romantic one.Unit 5 Shopping AroundBackground information:Students: 50 freshmen majored in ArtsLesson duration: 50 minsPart I Teaching focuses:1 Explore the structure and writing style of the passage.2 Encourage students to conclude factors influencing design ofdepartment stores all over the world.3 How to do smart shopping.Part II Teaching approaches1 Communicative Language Teaching (CLT)In real life, language is used to give directions. To exchangeinformation, or to make a complaint, anyway language is to perform certain communicative functions. So, in classroom, we encourage students to describe the store arrangement and their shopping experience based on structures and patterns of the passage.2 Task- based Language Teaching ( TBLT)According to teaching focuses, we mainly design 3 tasks involving language skills improvement and communicative competence development. Part III Teaching AidsTapes, blackboard, chalk, PPT, picturesPart IV Teaching ProceduresStep 1 lead-in (10 mins)d)Ask students describe the design of department storese)Ask students to think about the designing purpose.f)Teacher summarizesStep 2 Scanning for specific information (20 mins)a)W hy are expensive items like jewellery on the ground floor?b)W hy are paths through stores arranged in circles?c)W hat methods do stores use to make customers come back to theshop?Step 3 Production (15 mins)In this part, students are encouraged to discuss the smart shopping, including comments, suggestions and even relationshipbetween shoppers and customers, etc. after discussion, group leaderare required to make a summary.Part V Homework （5 mins）Complete writing of “smart shopping”Unit 6 It Runs in The Family教学目标及基本要求：Objectives:Students will be able to:1)grasp the main idea (the essence of writing is to write what one enjoyswriting) and structure of the text (narration in chronological sequence);2)appreciate the narrative skills demonstrated in the text (selection ofdetails, repetition and the use of synonyms.)3)master the key language points and grammatical structures in the text;4)conduct a series of reading, listening, speaking and writing activitiesrelated to the theme of the unit.Pre-reading Tasks:（一）Warm-up QuestionsLook at the first sentence of the passage and choose the best answer to the questions.Last week, two of the most important females in my life made it through significant milestones.1．Who do you expect the two most import ant females in somebody’s life to be?(a) Mother and daughter. (This is a likely answer; it is the best one inthe actual text.)(b) Sisters. (This is possible in some families but unlikely as a generalanswer.)(c) Best friends. (This is clearly possible or likely for some people.)(d) Grandmothers. (Again this is possible but unlikely as a generalanswer.)2．Which do you think are the most significant milestones in someone’s life?(a) Finishing school.(b) Graduating from college.(c) Getting married.(d) Retiring from work.3.How does your mother express her love to you when you are in distress？Mother is perhaps the first person who influences us in our lives, what’s your mother’s influence on you?（二）While-reading Tasks:◇Browse the passage within 8 minutes to get a rough idea about it.◇Answer the questions of Activity 2 and 3 on page 114.Check (✓) the true statements.Work in pairs and answer the questions1.What does the writer mean by “milestone”2.What qualities does she appreciate in her daughter?3. What qualities does she appreciate in her mother?4. Which is the most important lesson she learnt from her mother?（三）Detailed-reading and Text Analysis1. Milestones (Title)A milestone is an event or achievement that marks an important stage in a process. Long ago, distances of 1 mile (about 1.6 kilometres) used to be marked by stones beside the road2. … two of the most important females in my life made it through significant milestones. (Line1)They successfully reached notable events in their life.to make it: to succeed in a particular activity3. I try to avoid doing the stupidly proud parentthing too often, … (Line 14)I try to avoid doing the typical action that proud parents do, though it mayseem stupid, such as talking about their children in a proud manner and boasting of the children’s achievements.4. … and so I won’t bore you with all the details … (Line 15)I won’t tell you so many details that you get “bored” (feel impatient, uninterested or annoyed because something has continued for too much time).5. … which left me with that unmistakable glowing feeling: … (Line 18)the glowing feeling: the familiar warm feeling of pride6. … if Eden can retain these characteristics, … (Line 22)If Eden can keep these particular qualities that are typical of her at the moment …7. … it really came home to me … (Line 27)8. … and just how hard it will be ever to live up to the kind of example she has set for us. (Line 29)It’s not easy to follow my Mum’s good example and have the same level of achievements as hers9. … rarely ruffled by anything. (Line 32)She is not likely to get upset or disturbed8. … and just how hard it will be ever to live up to the kind of example she has set for us. (Line 29)It’s not easy to follow my Mum’s good example and have the same level of achievements as hers.9. … rarely ruffled by anything. (Line 32)She is not likely to get upset or disturbed.10. She is “formidably intelligent”, as my Dad would put it. (Line 33)In the way my father would say it, she is intelligent in a way that is impressive and deserves respect.11. She can talk the hind leg off a donkey.(Line 34)She can talk a great deal, without stopping.to talk the hind leg off a donkey: to talk so much that the back leg of a donkey will drop off. It is an idiom12. She has a frighteningly impressive general knowledge … (Line 35In the way my father would say it, she is intelligent in a way that is impressive and deserves respect.13. … without so much as a resentful word, … (Line 45)My Mum never complained that she had given up her career to take care of us.14. The world was my oyster, … (Line 52)This is an idiom meaning there was no limit to the opportunities open to me. The whole world is a place where I could do anything (maybe find pearls in oysters).15. She taught me a particular brand of …(Line 56)a particular brand of something: a particular kind or type of something. This is more general than the commercial meaning of “a brand” which means aproduct or group of products that has its own name and is made by one company.17. … in launching us all into the world in such an empowering way. (Line 68)She was successful in starting us in major activities in our life in the world in a way that gives us more control over our life and the power to do something. （四）Post-reading TasksTask 1, What happiness and troubles have you met during the period of your growing up?Task 2, Who played a major role in your development from a child into a well-educated young person? What did they say or do to influence you? Task 3, copy some sentences related to growing up from famous figures, or some Chinese and English proverbs related to growing up.Task 3, copy some sentences related to growing up from famous figures, or some Chinese and English proverbs related to growing up.（五）Essay writing task assignment：A Memorable birthday party ,A Memorable examination ,A Memorable extra curricular activity ,Ss can also choose a title themselves that is related to the Unit topic.Unit7 Travellers’ TalesTeaching Objectives:1 Bring about the topic of the unit by posing some questions about travel and inspire Ss to talk about their previous travel experience as well as their opinions on travel by citing some specific situation in travel.2 Make Ss grasp “the inner voice” by interpreting the real meanings hidden in the questions.3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.Pre-reading task:1Topics for Discussion1) Begin the class with a question: “Where would you like to travel?” Collecta number of suggestions and then have a vote to find out the class’ Top ten Destinations.2) When travelling somewhere, what would you like to enjoy? The local food? The scenery? The climate? The culture and customs or anything else?3) Do you like package journey or travel on your own? What are the advantages and disadvantages for both?T first selects several Ss to present their opinions on any of three questions above, then invites some Ss who ever traveled at home or abroad share their experiences of travelling and talk their ideas about travelling.2 Teacher elicit the topic of Active Reading by introducing the Chinese proverb: It is better to stay home than go travelling somewhere(好出门不如赖在家). Ask students to talk about their understanding of the proverb and check whether they approve or disapprove with it.While-reading task:1 Skimming and scanningAsk Ss scan the text The Armchair Traveller and finish Exercise2 on P. 136.2 Find out the details which reveal the character traits of the character－George in the text.“He lived alone by choice, because he felt overwhelmed by the ignorance of people and ugliness of his surrounding.”“His way of life was modest and his financial circumstances allowed him to spend his days in an old and comfortable armchair, wearing a dressing gown and reading great works of literature.”“Despite his cynical and pessimistic nature, he especially enjoyed the classic works of travel writing, so that from the deep warmth of his armchair, he could travel in his mind to the farthest reaches of the world.”“As he continued to read, he became increasingly keen to see Provence for himself. Unable to contain his curiosity, he got dressed and went to a travel agency.”“But as the departure time approached, George gradually became tired,partly because of the effects of the large meal, but partly because he realized that it would be very tiring to make the journey.”“So George paid the restaurant bill, got the bus back to his South London flat, and resolved never to leave home again.”From the descriptions above, T help Ss to find out what kind of person George is: old-fashioned, conservative, less adventurous, have a fixed routine and rather scholarly tastes and so on.3 Understanding the “inner voice”When we read “Was it really necessary to go to Provence?”in the text, we seem to enter George’s mind at the moment that he realizes that it is not necessary to go to Provence. Questions like this are not real questions; they are examples of the “inner voice”, showing what a character is really thinking.Ask Ss to pick out the questions from the passage and interpret the “inner voice”.1. In his imagination, wasn’t he already there?2.Surely it would be disappointing if his vision was not matched by the reality, at the very least?3. Wouldn’t it be simpler, safer just to stay here at home in London?4. Perhaps it was just a nuisance to travel abroad at all?Post-reading task:1 Ask Ss to finish Dealing with unfamilar words on P. 137 and Language in use on P.1402 Assign Ss a writing task. Based on their travel experience, Ss are required to write an essay titled The Best Travel Experience I Ever Had or The Worst Travel Experience I Ever Had. Ss may mention the following points in their essay:Where and when I wentWho I travelled withHow I travelledHow long the journey tookWho I met on the journeyWhat I remember most about the journeyUnit 8 The Green RevolutionSuggested Teaching PlanTeaching Objectives:1. understand the main idea and structure of the text;2. appreciate the fluid and sensual writing style;3. grasp the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities. Time Allotment:Pre-reading Task:1. T asks Ss the following questions on the recording: (5 minutes)--- Who do you think the writer is ?--- what do you think the message of the passage will be ?2. The appeal of some place far away (25 minutes)1) Ss divide into three groups; each group may further divide into smaller units.2) Each group discusses one of the following three questions:---What are some distinctive features between east and west?--- What are the characteristics of those people who are attracted to such festival?3) A few Ss groups report to the class.3. T may move on to the text by saying: Few of us have had the chance to experience the real Christmas, Would such a experience be worthwhile?Annie Dillard figured it would. (1 minute)While-reading Task:1. Understanding text structure: (20 minutes)1) Ss go over the text to see if there is any natural division of parts.2) Ss turn to Text Organization Exercise 1. T then dictates to them the mainidea of each part.2. T explains the language points in Part I and has Ss practice them. (see Language Study) (15 minutes)3. Ss find out the sensory impressions in Part I. (5 minutes)4. T explains the language points in Part II and has Ss practice them. (see Language Study) (15 minutes)5. Ss find out the sensory impressions in Part II. (5 minutes)6. T explains the language points in Part III and has Ss practice them. (see Language Study) (30 minutes)7. Ss find out the sensory impressions in Part III. (5 minutes)8. A matter of fluidity (10 minutes)1) Ss follow the author’s track to find out her whereabouts in each part.2) Ss re-read Part II to identify the linking devices used by the writer toachieve coherence.3) T urges Ss to model their own descriptive writings after writer’s fluid style. (see Text Analysis)Post-reading Task:1. Ss move around the classroom, find a partner, recite or read aloud to each other their favorite sentences from the text, explain why, then move on to find another partner. They will not stop until T announces that time is up.(15 minutes)2. T helps Ss along through some after-text exercises. (25 minutes)3. T checks on Ss’ home reading (Text B). (4 minutes)4. Ss do Part IV: Theme-Related Language Learning Tasks. (1 period) Cultural Notes1. Father Christmas:is the imaginary character who takes presents to children during the night between the Christmas Eve and the Christmas Day.2.The Arctic Ocean: is the sea in the most northern part of the world around the north pole3. Air miles: are points that you collect when you fly some airlines , and which you can exchange for free flights.4. Old Father Time :is an imaginary character in many traditions who represents the passing of the time.Language Study1.Eve, on the day before an important event.On the eve of sthExamples: On the eve of the new year, everyone is so happy.2.carbon dioxide 二氧化碳3.the greenhouse effect n, 温室效应3.threat : n, a situation or activity that could cause harmthreat to …..4.concern,vt, (never passive) to worry someonen, (~ about/ over/ at) a feeling of worry about something5. in (all / complete) silence: with (complete) absence of sound or noise Examples:The kids were listening to the music in the classroom, in complete silence.The soldiers stood in the glaring sun as the minutes ticked away, in all silence.Note:Students should be advised that “in all silence” is rather literary and can sound odd in normal contexts. Simply “in silence” or “incomplete silence” is safer for them to use.6. tangle: catch in or as in a net, trap; mix together or intertwine in a confused massExamples: The bushes were tangled with vines.I have the sort of hair that tangles easily.7. air mile . 空英里8. ring the changes: make changes to somethingExamples: you should choose a variety of foods and ring the changes with them.9. ring out the old year: to celebrate the end of the year by ringing the church bell10. ring in the new year: to celebrate the beginning of the new year by ringing the church bell11. under threat: likely to be harmed or damaged12. a change for the better: something new or different that will make a situation betterExamples: the new law is definitely a change for the better.13. be dying to do sth. / for sth.: desire (to do) sth. eagerlyExamples: She was dying to tell them the good news that she had won first prize in the speech contest.Having worked in the sun for four hours, I was dying for a cupof tea.14. get one’s hands on: catch hold of, find or get (sth.) (same as lay one’shands on)Examples: I wish I could get my hands on a copy of Harry Potter.I need to get my hands on a good computer.The book’s here somewhere, but I don’t see m to be able to getmy hands on it just now.15. take apart: separate into its different partsExamples: When I was young, my parents never blamed me for taking my toys apart.When my computer broke down, I took it apart, found what。
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大学英语阅读1教学大纲
(College English --- Reading Course)
课程代码：1J10065 学分：4
总学时数：128理论时数：128 实践时数：
开课对象：2011级物流专业学生
课程使用教材：第一学期新世纪大学英语系列教程综合教程第一册、第二册
第二学期新世纪大学英语系列教程综合教程第二册
剑桥雅思考试全真试题集6
自主学习材料新视野大学英语快速阅读第二册、第三册
一、课程性质、目的与任务
课程性质：《大学英语阅读》课程是非英语专业一年级学生必修的一门重要基础课程。
阅读作为中国学生语言输入的主要形式来源，而且也是提高其他语言技能如听、说、写、译的重要来源，因此本课程不局限于单纯培养阅读能力这一项语言技能的提高，而是通过课程的学习在培养学生的阅读能力的同时，构建学生对英语的自主学习能力。
目的：
第一学期的教学旨在通过本课程的学习，使学生能在教师的指导下在阅读中使用有效的阅读方法，基本读懂一般性题材的英文文章，阅读速度达到每分钟70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100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，同时也为本学期的大学英语四级考试备考打好阅读基础。
在第二学期的教学旨在通过进一步学习后是学生能达到英语阅读理解能力的较高要求：能基本阅读英语国家报刊杂志的一般性题材的文章，阅读速度为每分钟80词；在快速阅读篇幅较长的材料时，阅读速度达到每分钟120词；能就阅读材料进行略读或寻读；能够基本读懂自己专业方面的综述性文献，并能正确理解中心大意，抓住主要事实和有关细节，为专业学习和出国继续学习奠定良好的阅读基础。
任务：“大学英语阅读”是基础阶段的学习，必须通过大量的阅读分析和实践，培养学生的阅读策略，训练不同语篇体裁、不同题材的篇章阅读技能从而提高学生的综合语言素质。
阅读策略：教师在授课中应运用语篇教学法，培养学生理解作者的观点和写作意图，课堂的阅读活动应从分析主题大意、篇章结构和段落衔接入手，引导学生将注意力放在通篇领会作者的中心思想和篇章结构上；通过批评性阅读训练，向学生揭示隐含的语言与意识形态的关系，显现作者对一人一事的态度，渐渐地提高学生对语篇的敏感度；阅读理解是背景知识与语篇信息相互作用的结果，教师应引导学
生加强背景文化知识的积累，并积极利用阅读教学中的文本作为引导，以这样的文本作为概括总结的依据，使学生有目的地学习，并形成一定的知识体系，背景知识与语篇信息越吻合，理解率就越高。
阅读技巧：教师应结合不同的阅读目的、阅读对象，引导学生认识、熟悉并使用相关的阅读技巧在规定时间内，达到阅读目的。
教师应让学生认识到，技巧是在阅读者掌握了语篇体裁、题材的规律后帮助阅读者迅速准确的完成阅读目的的工具，不是应试捷径。
阅读技巧的学习过程就是阅读能力培养的实践过程。
阅读的常用技巧：1、略读和寻读
2、推断法（句子主干提取、构词法猜词、上下文猜词）
3、关键词句法
4、强记法
阅读技能：教师应结合授课内容阅读素材，有所侧重的培养相关方面的阅读技能，并与学生自主学习的素材相结合，在定量的阅读实践练习中，有序、渐进的提高学生的阅读能力。
.1 理解主题和中心思想(Understanding the Topic and Main Idea)
.2 辨认主题展开的重要细节(Recognizing Primary Supporting Details)
.3 区分事实和看法(Distinguishing Between Facts and Opinions)
.4 进行推论(Making Inferences)
.5 作结论(Drawing Conclusions)
.6 猜测生词的词义(Guessing the Meaning of Unknown Words)
.7 利用上下文猜测短语的含义(Guessing the Meaning of Unknown Phrases Through Contextual Clues)
.8 理解句内关系(Understanding the Relationships Within Sentences)
.9 略读以获取阅读材料大意(Skimming to Get the Gist of a Reading Material)
.10 快速查找特定信息(Scanning to Find a Particular Piece of Information)
二、课程内容的基本要求
（一）课程内容设置及课时分配
第一部分
主要以新世纪大学英语综合教程第一册、第二册为精讲选材，配合新视野大学英语的快速阅读相关文章作为自主学习材料；
第二部分主要以剑桥雅思全真试题6 为精讲教材，配合新视野大学英语的快速阅读相关文章作为自主
三、大纲说明
（一）作业量和对自主学习的要求
《大学英语阅读》对学生的自主学习能力有较高的要求。
学生在课堂外需要完成课后作业并进行大量的自主学习。
阅读前准备：每个主题单元的词汇、语法的预习
阅读中练习：语篇体裁阅读策略认知；相关阅读技能训练；语篇题材词汇整理；重点句子结构分析；语法点梳理
阅读后练习：完成主题单元课后练习；完成自主学习要求的本单元快速阅读篇章，实践所学阅读技巧，巩固所学阅读技能，强化记忆该主题单元相关词汇的整理，熟悉并拓展相关背景知识。
早读：教学单元内重点语篇的朗读和重点段落的背诵，自主学习语篇单词和四级高频词汇的朗读和记忆。
教师通过抽背、默写及听写等方式进行检查。
网络资源：大外部网站上为学生提供了阅读训练、四级真题等丰富的自主学习材料供
学生选用，教师也可以搜集适合学生训练阅读技能，拓展阅读兴趣的网站或者书籍推荐给学生。
CAI自主学习：学生在固定的CAI教室进行学习，每次的学习情况系统会有相应记录，并自动生成成绩，教师通过数据可了解学生的学习情况。
（二）课程考核方式与要求
《大学英语阅读》的考核方式采取全面、客观、科学、准确的评价体系，即过程性评估（50%）与终结性评估（50%）相结合的方式。
形成性评估：教师对学生的评估，学生自我评估，学生相互间的评估。
教师对学生的评估：学生出勤，各项作业，课堂活动中的表现，各种课堂小测试，学生自主学习档案记录，网上自主学习的记录。
终结性评估：闭卷形式的期末考试，其中自学内容占相应的比例数。
（三）推荐使用教材：
秦秀白蒋静仪主编新世纪大学英语系列教材《综合教程》（第一册、第二册）上海外语教育出版社2007年9月
郑树棠周洁主编新视野大学英语快速阅读第二册、第三册外语教育与研究出版社2008年3月
剑桥雅思全真试题6 剑桥大学出版社2007年
（四）主要参考书
新世纪大学英语系列教材《综合教程》（第一册）教师用书上海外语教育出版社2007年9月
制订日期：2011-6-23。